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wcag21/techniques/text/T1.html create mode 100644 wcag21/techniques/text/T2.html create mode 100644 wcag21/techniques/text/T3.html diff --git a/wcag21/techniques/aria/ARIA1.html b/wcag21/techniques/aria/ARIA1.html new file mode 100644 index 0000000..6f481c3 --- /dev/null +++ b/wcag21/techniques/aria/ARIA1.html @@ -0,0 +1,350 @@ + + + + + ARIA1: Using the aria-describedby property to provide a descriptive label for user interface + controls + + + + + + + + +

Using the aria-describedby property to provide a descriptive label for user interface + controls +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to demonstrate how to use the WAI-ARIA aria-describedby property to provide programmatically determined, descriptive information about a + user interface element. The aria-describedby property may be used to attach descriptive information to one or more elements through + the use of an id reference list. The id reference list contains one or more unique + element ids. +

+

Refer to Supporting ARIA in XHTML and HTML 4.01 for information on how to provide WAI-ARIA States and Properties with XHTML and HTML. + WAI-ARIA States and Properties is compatible with other languages as well; refer to + documentation in those languages. +

+
+
Note
+
+ +

The aria-describedby property is not designed to reference descriptions on an external resource — since + it is an ID, it must reference an element in the same DOM document. +

+ +
+
+
+
+

Examples

+
+

Example 1: Using aria-describedby property to describe a Close button's action

+

A button that functions as a 'close' button on a dialog is described elsewhere in + the document. The aria-describedby property is used to associate the description with the button. + 

<button aria-label="Close" aria-describedby="descriptionClose"
+    onclick="myDialog.close()">X</button>
+
+...
+
+<div id="descriptionClose">Closing this window will discard any information entered and
+return you back to the main page</div>
+

Working example: Example 1 + +

+
+
+

Example 2: Using aria-describedby to associate instructions with form fields

+

Sample form field using aria-describedby to associate instructions with form fields while there is a form label. + 

<form>
+<label for="fname">First name</label>
+<input name="" type="text" id="fname" aria-describedby="int2">
+<p id="int2">A bit of instructions for this field linked with aria-describedby. </p>
+</form>
+
+
+

Example 3: Using aria-describedby property to provide more detailed information about + the button + 

<p><span id="fontDesc">Select the font faces and sizes to be used on this page</span>
+ <button id="fontB" onclick="doAction('Fonts');" aria-describedby="fontDesc">Fonts</button>
+</p>
+<p><span id="colorDesc">Select the colors to be used on this page</span>
+ <button id="colorB" onclick="doAction('Colors');" aria-describedby="colorDesc">Colors</button>
+</p>
+<p><span id="customDesc">Customize the layout and styles used on this page</span>
+ <button id="customB" onclick="doAction('Customize');" aria-describedby="customDesc">Customize</button>
+</p>
+
+
+

Example 4: Using aria-describedby to associate tooltips with form fields

+

The following code snippet shows how to use aria-describedby and the onfocus="tooltipShow() function to display the tooltip when focus is placed + on an element. + 

<html lang="en-us">
+<head>
+   <title>inline: Tooltip Example 1</title>
+   <link rel="stylesheet" href="css/tooltip1_inline.css" type="text/css">
+   <script type="text/javascript" src="js/tooltip1_inline.js"></script>
+   <script type="text/javascript" src="../js/widgets_inline.js"></script>
+   <script type="text/javascript" src="../js/globals.js"></script>
+   <link rel="icon" href="http://www.cites.uiuc.edu/favicon.ico" type="image/x-icon">
+   <link rel="shortcut icon" href="http://www.cites.uiuc.edu/favicon.ico" type="image/x-icon">
+</head>
+   ...
+
+<body onload="initApp()">
+
+<div id="container">
+
+<h1>Tooltip Example 1</h1>
+<h2>Create Account</h2>
+<div class="text">
+<label for="first">First Name:</label>
+
+<input type="text" id="first" name="first" size="20"
+      onmouseover="tooltipShow(event, this, 'tp1');"
+      onfocus="tooltipShow(event, this, 'tp1');"
+      aria-describedby="tp1"
+      aria-required="false"/>
+
+<div id="tp1" role="tooltip" aria-hidden="true">Your first name is optional. </div>
+</div>
+
+
+

Example 5: XHTML

+

This example is coded in XHTML with a MIME type of application/xhtml+xml. This MIME + type is not supported in all user agents. The aria-describedby property is added directly + into the XHTML markup, and no additional scripting is needed. + 

<?xml version="1.0" encoding="UTF-8"?>
+<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML+ARIA 1.0//EN"
+"https://www.w3.org/WAI/ARIA/schemata/xhtml-aria-1.dtd">
+<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en">
+<head>
+<meta http-equiv="content-type" content="application/xhtml+xml; charset=utf-8" />
+<title>Demonstration of aria-describedby property</title>
+<style type="text/css">
+div.form p { clear:left; margin: 0.3em 0;}
+.left {
+  float:left;
+  width:400px;
+}
+.right {
+  width:100px;
+  text-align:right;
+}
+</style>
+</head>
+<body>
+<p>The buttons on this page use the Accessible Rich Internet Applications aria-describedby property
+to provide more detailed information about the button action</p>
+<div class="form">
+<p><span class="left" id="fontDesc" >Select the font faces and sizes to be used on this page</span>
+<span class="right"><button id="fontB" onclick="doAction('Fonts');" aria-describedby="fontDesc">
+Fonts </button></span></p>
+<p><span class="left" id="colorDesc" >Select the colors to be used on this page</span>
+<span class="right"><button id="colorB" onclick="doAction('Colors');" aria-describedby="colorDesc">
+Colors </button></span></p>
+<p><span class="left" id="customDesc" >Customize the layout and styles used on this page</span>
+<span class="right"><button id="customB" onclick="doAction('Customize');" aria-describedby="customDesc">
+Customize </button></span></p>
+</div>
+</body>
+</html>
+
+
+

Example 6: HTML

+

This example uses scripting to add an aria-describedby property to buttons on a page. + The example creates a buttonIds array variable to hold the ids of the elements that + contain description text. The setDescribedBy() function is called from the onload + event of the window object. +

+

The setDescribedBy() function loops through all of the button elements and calls setAttribute() + on each button element to set the aria-describedby property. Each button's aria-describedby + property is set to the id of the element containing its descriptive text. +

+

Using a user agent and/or assistive technology which supports WAI-ARIA, the description + will be provided when the user interface controls receive focus. + 

<html lang="en-us">
+<head>
+<meta http-equiv="content-type" content="text/html; charset=utf-8" />
+<title>Demonstration of aria-describedby property</title>
+<style type="text/css">
+div.form p { clear:left; margin: 0.3em 0;}
+.left {
+  float:left;
+  width:400px;
+}
+.right {
+  width:100px;
+  text-align:right;
+}
+</style>
+<script type="text/javascript">
+//<![CDATA[
+
+// array entries for each button on the page that associates the button id
+// with the id of the element containing the text which describes the button
+var buttonIds = new Array();
+buttonIds["fontB"]= "fontDesc";
+buttonIds["colorB"] = "colorDesc";
+buttonIds["customB"] = "customDesc";
+
+// function that is run after the page has loaded to set the aria-describedBy
+// property on each of the elements referenced by the array of id values
+function setDescribedBy(){
+  if (buttonIds){
+    var buttons = document.getElementsByTagName("button");
+    if (buttons){
+      var buttonId;
+      for(var i=0; i<buttons.length; i++){
+        buttonId = buttons[i].id;
+        if (buttonId && buttonIds[buttonId]){
+          buttons[i].setAttribute("aria-describedby", buttonIds[buttonId]);
+        }
+      }
+    }
+  }
+}
+
+// simulated action function - currently just displays an alert
+function doAction(theAction){
+  alert("Perform the " + theAction + " action");
+}
+
+window.onload=setDescribedBy;
+
+//]]>
+</script>
+</head>
+<body>
+<p>The buttons on this page use the Accessible Rich Internet Applications
+aria-describedby property to provide more detailed information
+about the button action.
+</p>
+<div class="form">
+<p><span class="left" id="fontDesc" >Select the font faces and sizes to be used on this page</span>
+  <span class="right"><button id="fontB" onclick="doAction('Fonts');"> Fonts </button></span>
+</p>
+<p><span class="left" id="colorDesc" >Select the colors to be used on this page</span>
+  <span class="right"><button id="colorB" onclick="doAction('Colors');"> Colors </button></span>
+</p>
+<p><span class="left" id="customDesc" >Customize the layout and styles used on this page</span>
+  <span class="right"><button id="customB" onclick="doAction('Customize');"> Customize </button></span>
+</p>
+</div>
+</body>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a user interface control having an aria-describedby attribute that references one or more elements via unique id. +
    2. + +
  2. Check that the referenced element or elements provide additional information about + the user interface control. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA10.html b/wcag21/techniques/aria/ARIA10.html new file mode 100644 index 0000000..7b53a5e --- /dev/null +++ b/wcag21/techniques/aria/ARIA10.html @@ -0,0 +1,145 @@ + + + + + ARIA10: Using aria-labelledby to provide a text alternative for non-text content + + + + + + + +

Using aria-labelledby to provide a text alternative for non-text content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique applies to HTML with Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to provide a short description for an element that + can be read by assistive technologies (AT) by using the aria-labelledby attribute. The aria-labelledby attribute associates an element with text that is visible elsewhere on the page by + using an ID reference value that matches the ID attribute of the labeling element. + Assistive technology such as screen readers use the text of the element identified + by the value of the aria-labelledby attribute as the text alternative for the element with the attribute. +

+
+
+

Examples

+
+

Example 1: Providing a short description for a complex graphic

+

This example shows how to use the aria-labelledby attribute to provide a short text description for a read-only complex graphic of + an star rating pattern; the graphic is composed of several image elements. The text + alternative for the graphic is the label, visible on the page beneath the star pattern. + 

<div role="img" aria-labelledby="star_id">
+<img src="fullstar.png" alt=""/>
+<img src="fullstar.png" alt=""/>
+<img src="fullstar.png" alt=""/>
+<img src="fullstar.png" alt=""/>
+<img src="emptystar.png" alt=""/>
+</div>
+
+<div id="star_id">4 of 5</div>

Working example: Providing a short description for a complex graphic. + +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine each element where the aria-labelledby attribute is present and the element does not support the alt attribute. +
    2. + +
  2. Check whether the value of the aria-labelledby attribute is the id of an element on the web page. +
    3. + +
  3. Determine that the text of the element identified by the aria-labelledby attribute accurately labels the element, provides a description of its purpose, or + provides equivalent information. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA11.html b/wcag21/techniques/aria/ARIA11.html new file mode 100644 index 0000000..d094462 --- /dev/null +++ b/wcag21/techniques/aria/ARIA11.html @@ -0,0 +1,278 @@ + + + + + ARIA11: Using ARIA landmarks to identify regions of a page + + + + + + + +

Using ARIA landmarks to identify regions of a page

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to provide programmatic access to sections of a web + page. Landmark roles (or "landmarks") programmatically identify sections of a page. + Landmarks help assistive technology (AT) users orient themselves to a page and help + them navigate easily to various sections of a page. + +

+

They also provide an easy way for users of assistive technology to skip over blocks + of content that are repeated on multiple pages and notify them of programmatic structure + of a page. For instance, if there is a common navigation menu found on every page, + landmark roles (or "landmarks") can be used to skip over it and navigate from section + to section. This will save assistive technology users and keyboard users the trouble + and time of tabbing through a large amount of content to find what they are really + after, much like a traditional "skip links" mechanism. (Refer to User Agent Notes + above for specifics of AT support). A blind user who may be familiar with a news site's + menu, and is only interested in getting to the top story could easily navigate to + the "main" landmark, and bypass dozens of menu links. In another circumstance, a user + who is blind may want to quickly find a navigation menu, and can do so by jumping + to the navigation landmark. + +

+

Landmarks also can help sighted keyboard-only users navigate to sections of a page + using a browser plugin. + +

+

Landmarks are inserted into the page using the role attribute on an element that marks + the section. The value of the attribute is the name of the landmark. These role values + are listed below: + +

+
    + +
  • banner: A region that contains the prime heading or internal title of a page. + +
    • + +
  • complementary: Any section of the document that supports the main content, yet is + separate and meaningful on its own. + +
    • + +
  • contentinfo: A region that contains information about the parent document such as + copyrights and links to privacy statements. + +
    • + +
  • form: A region of the document that represents a collection of form-associated elements, + some of which can represent editable values that can be submitted to a server for + processing. + +
    • + +
  • main: Main content in a document. In almost all cases a page will have only one role="main". + +
    • + +
  • navigation: A collection of links suitable for use when navigating the document or + related documents. + +
    • + +
  • search: The search tool of a Web document. + +
    • + +
  • application: A region declared as a web application, as opposed to a web document. + (note: The role of application should only be used with caution because it gives a + signal to screen reading software to turn off normal web navigation controls. Simple + widgets should generally not be given the application role, nor should an entire web + page be given the application role, unless it is not to be used at all like a web + page, and not without much user testing with assistive technology.) + +
    • + +
+

There are cases when a particular landmark role could be used more than once on a + page, such as on primary and secondary navigation menus. In these cases, identical + roles should be disambiguated from each other using a valid technique for labelling + regions (see examples below). + +

+

Landmarks should supplement native semantic markup such as HTML headings, lists and + other structural markup. Landmarks are interpretable by WAI-ARIA-aware assistive technologies + and are not exposed by browsers directly to users. + +

+

It is a best practice to include ALL content on the page in landmarks, so that screen + reader users who rely on them to navigate from section to section do not lose track + of content. + +

+
+
+

Examples

+
+

Example 1: Simple landmarks

+

The following example shows how landmarks might be added to an HTML4 or XHTML 1.0 + document: + 

<div id="header" role="banner">A banner image and introductory title</div>
+<div id="sitelookup" role="search">....</div>
+<div id="nav" role="navigation">...a list of links here ... </div>
+<div id="content" role="main"> ... Ottawa is the capital of Canada ...</div>
+<div id="rightsideadvert" role="complementary">....an advertisement here...</div>
+<div id="footer" role="contentinfo">(c)The Freedom Company, 123 Freedom Way, Helpville, USA</div>
+
+

Example 2: Multiple landmarks of the same type and aria-labelledby

+

The following example shows a best practice of how landmarks might be added to an + HTML4 or XHTML 1.0 document in situations where there are more than two of the same + type of landmark on the same page. For instance, if a navigation role is used multiple + times on a Web page, each instance may have a unique label specified using aria-labelledby: + + + 

<div id="leftnav" role="navigaton" aria-labelledby="leftnavheading">
+<h2 id="leftnavheading">Institutional Links</h2>
+<ul><li>...a list of links here ...</li> </ul></div>
+<div id="rightnav" role="navigation" aria-labelledby="rightnavheading">
+<h2 id="rightnavheading">Related topics</h2>
+<ul><li>...a list of links here ...</li></ul></div>
+
+

Example 3: Multiple landmarks of the same type and aria-label

+

The following example shows a best practice of how landmarks might be added to an + HTML4 or XHTML 1.0 document in situations where there are more than two of the same + type of landmark on the same page, and there is no existing text on the page that + can be referenced as the label. + 

<div id="leftnav" role="navigaton" aria-label="Primary">
+<ul><li>...a list of links here ...</li></ul> </div>
+<div id="rightnav" role="navigation" aria-label="Secondary">
+<ul><li>...a list of links here ...</li> </ul></div>
+
+

Example 4: Search form

+

The following example shows a search form with a "search" landmark. The search role + typically goes on the form field or a div surrounding the search form. + 

<form role="search">
+<label for="s6">search</label><input id="s6" type="text" size="20">
+...
+</form>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine each element with a landmark role. + +
    2. + +
  2. Examine whether the landmark role attribute is applied to the section of the page + that corresponds with that role. (i.e., the "navigation" role is applied to a navigation + section, the "main" role is applied to where the main content begins.) + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA12.html b/wcag21/techniques/aria/ARIA12.html new file mode 100644 index 0000000..5050d98 --- /dev/null +++ b/wcag21/techniques/aria/ARIA12.html @@ -0,0 +1,170 @@ + + + + + ARIA12: Using role=heading to identify headings + + + + + + + +

Using role=heading to identify headings

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to provide a way for Assistive Technologies (AT) + to identify + a piece of content as a heading. Applying role="heading" to an element causes an AT + (like a + screen reader) to treat it as though it were a heading. + +

+

If there is more than one heading on the page and the heading hierarchy is defined + through the + visual presentation, the aria-level attribute should be used to indicate the hierarchical level of + the heading. + +

+

When possible, use native heading mark-up directly. For example, it is preferable + + to use h1 rather than using <div role="heading" aria-level="1">. However, the use of the + heading role, instead of heading mark-up, may be necessary. For example, when retrofitting + a legacy site where scripts depend on the existing element hierarchy. + +

+

The use of the heading role and nesting levels is discussed in WAI-ARIA Authoring Practices 1.1. + +

+
+
+

Examples

+
+

Example 1: Simple headings

+

This example demonstrates how to implement simple headings using role="heading" when + retrofitting a legacy site where scripts depend on the existing element hierarchy + or the level is unknown. For example, web content which is syndicated from various + sources may be constructed without knowledge of what the final presentation will be. + + 

<div role="heading">Global News items</div>
+... a list of global news with editorial comment....
+
+<div role="heading">Local News items</div>
+... a list of local news, with editorial comment ...
+
+

Example 2: Additional heading levels

+

This example demonstrates how to implement a level 7 heading using role="heading" + and the aria-level attribute. Since HTML only supports headings through level 6, there is no native + element to provide these semantics. + 

...
+<h5>Fruit Trees</h5>
+...
+<h6>Apples</h6>
+<p>Apples grow on trees in areas known as orchards...</p>
+...
+<div role="heading" aria-level="7">Jonagold/div>
+<p>Jonagold is a cross between the Golden Delicious and Jonathan varieties...</p>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine each element with the attribute role="heading". + +
    2. + +
  2. Determine whether the content of the element is appropriate as a heading. + +
    3. + +
  3. If the element has an aria-level attribute, determine whether the value is the appropriate hierarchical level. + +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA13.html b/wcag21/techniques/aria/ARIA13.html new file mode 100644 index 0000000..a483467 --- /dev/null +++ b/wcag21/techniques/aria/ARIA13.html @@ -0,0 +1,169 @@ + + + + + ARIA13: Using aria-labelledby to name regions and landmarks + + + + + + + +

Using aria-labelledby to name regions and landmarks

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to provide names for regions of a page that can be + read by assistive technology. The aria-labelledby attribute provides a way to associate an section of the page marked up as a region + or landmarks with text that is on the page that labels it. + +

+

Landmark roles (or "landmarks") programmatically identify sections of a page. Landmarks + help assistive technology (AT) users orient themselves to a page and help them navigate + easily to various sections of a page. + +

+

Like aria-describedby, aria-labelledby can accept multiple ids to point to other regions of the page using a space separated + list. It is also limited to ids for defining these sets. + +

+
+
+

Examples

+
+

Example 1: Identify a landmark with on-page text

+

Below is an example of aria-labelledby used on a complementary Landmark. The region of the document to which the heading + pertains could be marked with the aria-labelledby property containing the value of the id for the header. + 

<div role="complementary" aria-labelledby="hdr1">
+  <h1 id="hdr1">
+    Top News Stories
+    ...
+  </h1>
+</div>
+
+

Example 2: Identification for Application landmarks

+

The following code snippet for application landmarks with static prose. If you have + a regional landmark of type application and static descriptive text is available, + then on the application landmark, include an aria-describedby reference to associate + the application and the static text as shown here: + 

<div role="application" aria-labelledby="p123" aria-describedby="info">
+  <h1 id="p123">Calendar<h1>
+  <p id="info">
+    This calendar shows the game schedule for the Boston Red Sox.
+  </p>
+<div role="grid">
+  ...
+</div>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine each element with attribute role=region or with a landmark role, where an aria-labelledby attribute is also present. + +
    2. + +
  2. Check that the value of the aria-labelledby attribute is the id of an element on the + page. + +
    3. + +
  3. Check that the text of the element with that id accurately labels the section of the + page. + +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA14.html b/wcag21/techniques/aria/ARIA14.html new file mode 100644 index 0000000..7a6a95b --- /dev/null +++ b/wcag21/techniques/aria/ARIA14.html @@ -0,0 +1,148 @@ + + + + + ARIA14: Using aria-label to provide an invisible label where a visible label cannot be used + + + + + + + +

Using aria-label to provide an invisible label where a visible label cannot be used

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Sufficient). +

+
+
+

Description

+

For sighted users, the context and visual appearance of an element can provide sufficient + cues to determine the purpose. An example is the 'X' often used in the top right corner + of pop-up divs (light boxes) to indicate the control for closing the div. + +

+

In some situations, elements can be given the attribute aria-label to provide an accessible name for situations when there is no visible label due to + a chosen design approach or layout but the context and visual appearance of the control + make its purpose clear. + +

+

In other situations, elements can be given the attribute aria-label to provide an accessible name when the native HTML labeling element is not supported + by the control - for example, when a div set to contentEditable is used instead of native form elements such as input type="text" or textarea in order to provide a richer text editing experience. + +

+
+
+

Examples

+
+

Example 1: A close button (X) in a pop-up box

+

On a page, a link displays a pop-up box (a div) with additional information. The 'close' + element is implemented as a button containing merely the letter 'x'. The property + aria-label="close" is used to provide an accessible name to the button. + + 

<div id="box">
+   This is a pop-up box.
+   <button aria-label="Close" onclick="document.getElementById('box').style.display='none';" class="close-button">X</button>				
+</div>

Working example: Close button example. + +

+
+
+

Example 2: A phone number with multiple fields

<div role="group" aria-labelledby="groupLabel">
+  <span id="groupLabel>Work Phone</span>
+  +<input type="number" aria-label="country code">
+  <input type="number" aria-label="area code">
+  <input type="number" aria-label="subscriber number">
+</div>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For elements that use aria-label: + +

+ +
    + +
  1. Check that the value of the aria-label attribute properly describes the purpose of an element where user input is required + +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA15.html b/wcag21/techniques/aria/ARIA15.html new file mode 100644 index 0000000..c6a28fc --- /dev/null +++ b/wcag21/techniques/aria/ARIA15.html @@ -0,0 +1,152 @@ + + + + + ARIA15: Using aria-describedby to provide descriptions of images + + + + + + + +

Using aria-describedby to provide descriptions of images

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide descriptions of images when a short + text alternative does not adequately convey the function or information provided in + the object. + +

+

A feature of WAI-ARIA is the ability to associate descriptive text with a section, + drawing, form element, picture, and so on using the aria-describedby property. This is similar to the longdesc attribute in that both are useful for providing additional information to help users + understand complex images. Like longdesc, descriptive text provided using aria-describedby is separate from the short name provided using the alt attribute in HTML. Unlike longdesc, aria-describedby cannot reference descriptions outside of the page containing the image. An advantage + of providing long descriptions using content from the same page as the image is that + the alternative is available to all, including sighted people who do not have assistive + technology. It is worth noting that as of the time of writing (October 2013) some + assistive technologies read aria-describedby content immediately after an image's alt attribute information without user activation + - whereas most implementations of longdesc require the user to take explicit action to read the additional description. + +

+

Like aria-labelledby, aria-describedby can accept multiple ids to point to other regions of the page using a space separated + list. It is also limited to ids for defining these sets. + +

+
+
+

Examples

+
+

Example 1: Describing an image

+

The following example shows how aria-describedby can be applied to an image to provide a long description, where that text description + is on the same page as the image. + + 

<img src="ladymacbeth.jpg" alt="Lady MacBeth" aria-describedby="p1">
+<p id="p1">This painting dates back to 1730 and is oil on canvas. It was created by 
+Jean-Guy Millome, and represents ...</p>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine each image element where a aria-describedby attribute is present. + +
    2. + +
  2. Examine whether the aria-describedby attribute programatically associates an element with its text description, via the + id attribute on the element where the text to be used as the description is found. + +
    3. + +
  3. Examine whether the combined text equivalent and associated text description accurately + describe or provide the equivalent purpose to the object. + +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1, #2, and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA16.html b/wcag21/techniques/aria/ARIA16.html new file mode 100644 index 0000000..a1b44fe --- /dev/null +++ b/wcag21/techniques/aria/ARIA16.html @@ -0,0 +1,207 @@ + + + + + ARIA16: Using aria-labelledby to provide a name for user interface controls + + + + + + + +

Using aria-labelledby to provide a name for user interface controls

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to provide names for user interface controls that + can be read by assistive technology. WAI-ARIA provides a way to associate text with + a section, drawing, form element, picture, and so on, using the aria-labelledby property. This techniques uses the aria-labelledby attribute to associate a user interface control, such as a form field, with text + on the page that labels it. + +

+

Like aria-describedby, aria-labelledby can accept multiple ids to point to other elements of the page using a space separated + list. This capability makes aria-labelledby especially useful in situations where sighted users use information from the surrounding + context to identify a control. ARIA9: Using aria-labelledby to concatenate a label from several text nodes contains more examples of situations where names are created from several other text + elements on the page. + +

+

While the function of aria-labelledby appears similar to the native HTML label element, + there are some differences: + +

+
    + +
  • + aria-labelledby can reference more than one text element; label can only reference one. +
    • + +
  • + aria-labelledby can be used for a variety of elements while the label element can only be used on form elements. +
    • + +
  • Clicking on a label focuses the associated form field. This does not occur with aria-labelledby. If this behaviour is required then use label or implement this functionality using scripting. + +
    • + +
+

Note that as of December 2013, label has better support than aria-labelledby, especially in older browsers and assistive technologies. + +

+
+
+

Examples

+
+

Example 1: Labelling a simple text field

+

The following is an example of aria-labelledby used on a simple text field to provide a label in a situation where there is no text + available for a dedicated label but there is other text on the page that can be used + to accurately label the control. + 

<input name="searchtxt" type="text" aria-labelledby="searchbtn">
+<input name="searchbtn" id="searchbtn" type="submit" value="Search">
+
+

Example 2: Labelling a slider

+

Below is an example of aria-labelledby used to provide a label for a slider control. In this case the label text is selected + from within a longer adjacent text string. Please note that this example is simplified + to show only the labeling relationship; authors implementing custom controls also + need to ensure that controls meet other success criteria. + 

<p>Please select the <span id="mysldr-lbl">number of days for your trip</span></p>
+<div id="mysldr" role="slider" aria-labelledby="mysldr-lbl"></div>
+
+

Example 3: A label from multiple sources

+

The following example of aria-labelledby with multiple references uses the label element. For additional detail on concatenating multiple sources of information into + a label with aria-labelledby, please view the technique ARIA9: Using aria-labelledby to concatenate a label from several text nodes. + + 

<label id="l1" for="f3">Notify me</label>
+<select name="amt" id="f3" aria-labelledby="l1 f3 l2">
+  <option value="1">1</option>
+  <option value="2">2</option>
+</select>
+<span id="l2" tabindex="-1">days in advance</span>

Note: The use of the label element is included for a number of reasons. If the user clicks on the text of the + label element, the corresponding form field will receive focus, which makes the clicking + target larger for people with dexterity problems. Also the label element will always be exposed via the accessibility API. A span could have been used (but if so, it should receive a tabindex="-1" so that it will + be exposed via the accessibility API in all versions of Internet Explorer). However, + a span would lose the advantage of the larger clickable region. + +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each user interface control element where an aria-labelledby attribute is present: + +

+ +
    + +
  1. Check that the value of the aria-labelledby attribute is the id of an element or a space separated list of ids on the web page. + +
    2. + +
  2. Check that the text of the referenced element or elements accurately labels the user + interface control. + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA17.html b/wcag21/techniques/aria/ARIA17.html new file mode 100644 index 0000000..e8215b8 --- /dev/null +++ b/wcag21/techniques/aria/ARIA17.html @@ -0,0 +1,181 @@ + + + + + ARIA17: Using grouping roles to identify related form controls + + + + + + + +

Using grouping roles to identify related form controls

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to mark up a set of related controls within a form + as a group. Any label associated with the group also serves as a common label or qualifier + for individual controls in the group. Assistive technologies can indicate the start + and end of the group and the group’s label as one navigates into and out of the group. + This is a viable alternative for grouping form controls programmatically when the + user interface’s design makes it difficult to employ the fieldset-legend technique + (H71: Providing a description for groups of form controls using fieldset and legend elements + ). +

+

For a group of radio buttons, one could also use role="radiogroup" instead of role="group".

+

The group can be labeled using aria-labelledby. +

+

This technique is not meant for wrapping all controls on a form within a single container + with role="group". +

+
+
+

Examples

+
+

Example 1: Social Security Number

+

Social security number fields which are 9 digits long and broken up into 3 segments + can be grouped using role="group". + 

<div role="group" aria-labelledby="ssn1">
+   <span id="ssn1">Social Security#</span> 
+   <span style="color: #D90D0D;"> * </span>
+   <input size="3" type="text" aria-required="true" title="First 3 digits" />-
+   <input size="2" type="text" aria-required="true" title="Next 2 digits" />-
+   <input size="4" type="text" aria-required="true" title="Last 4 digits" />
+</div>

Working example: Multiple part field groups. +

+
+
+

Example 2: Identifying radio groups

+

This example demonstrates use role=radiogroup. Note also that the radio buttons are + custom controls with role=radio. (But the script to make the span actually work like + radio buttons is not included in this example. ) One may optionally employ CSS to + place a border around groups of such fields to visually reinforce the group relationship. + The CSS properties are available below the form. + 

<h3>Set Alerts for your Account</h3>
+  <div role="radiogroup" aria-labelledby="alert1">
+    <p id="alert1">Send an alert when balance exceeds $ 3,000</p>
+    <div>
+      <span role="radio" aria-labelledby="a1r1" name="a1radio"></span>
+      <span id="a1r1">Yes</span>
+    </div>
+    <div>
+      <span role="radio" aria-labelledby="a1r2" name="a1radio"></span>
+      <span id="a1r2">No</span>
+    </div>
+  </div>
+  <div role="radiogroup" aria-labelledby="alert2">
+    <p id="alert2">Send an alert when a charge exceeds $ 250</p>
+    <div>
+      <span role="radio" aria-labelledby="a2r1" name="a2radio"></span>
+      <span id="a2r1">Yes</span>
+    </div>
+    <div>
+      <span role="radio" aria-labelledby="a2r2" name="a2radio"></span>
+      <span id="a2r2">No</span>
+    </div>
+  </div>
+  <p><input type="submit" value="Continue" id="continue_btn" name="continue_btn" /></p>

Related CSS Style Definition to place a border around the group of fields :

div[role=radiogroup] {
+  border: black thin solid;
+}

Working example: using grouping roles to identify related form controls. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For groups of related controls where the individual labels for each control do not + provide a sufficient description, and an additional group level description is needed: + +

+ +
    + +
  1. Check that the group of logically related input or select elements are contained + within an element with role=group. + +
    2. + +
  2. Check that this group has an accessible name defined using aria-label or aria-labelledby. + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA18.html b/wcag21/techniques/aria/ARIA18.html new file mode 100644 index 0000000..9a5a51d --- /dev/null +++ b/wcag21/techniques/aria/ARIA18.html @@ -0,0 +1,177 @@ + + + + + ARIA18: Using aria-alertdialog to Identify Errors + + + + + + + +

Using aria-alertdialog to Identify Errors

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to alert people that an input error has occured. + Using role="alertdialog" creates a notification. This notification should be modal + with the following characteristics: + +

+
    + +
  • + aria-label or aria-labelledby attribute gives the alertdialog an accessible name. + +
    • + +
  • + aria-describedby provides a reference to the text of the alert. + +
    • + +
  • The alertdialog contains at least one focusable control, and the focus should move + to that control when the alertdialog opens. + +
    • + +
  • The tab order is constrained within the alertdialog whilst it is open. + +
    • + +
  • When the dialog is dismissed, the focus moves back to the position it had before the + dialog opened, if possible. + +
    • + +
+

Note that the alertdialog should not be present in a way that it will be accessed + by AT until it is needed. One way to do this is not to include it in the static HTML + and instead to insert it into the DOM via script when the error condition is triggered. + The insertion would correspond to the following HTML sample. + +

+
+
+

Examples

+
+

Example 1: Alert dialog

+

This example shows how a notification using role="alertdialog" can be used to notify + someone they have entered invalid information. + 

<div role="alertdialog" aria-labelledby="alertHeading" aria-describedby="alertText">
+<h1 id="alertHeading">Error</h1>
+<div id="alertText">Employee's Birth Date is after their hire date. Please verify the birth date and hire date.</div>
+<button>Save and Continue</button>
+<button>Return to page and correct error</button>
+</div>

Working example: Alert dialog. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Trigger the error that causes the alertdialog to appear. + +
    2. + +
  2. Determine that the alertdialog contains at least one focusable control, and the focus + moves to that control when the alertdialog opens. + +
    3. + +
  3. Determine that the tab order is constrained within the alertdialog while it is open, + and when the dialog is dismissed, the focus moves back to the position it had before + the dialog opene, if possible. + +
    4. + +
  4. Examine the element with role="alertdialog" applied. + +
    5. + +
  5. Determine that either the aria-label or aria-labelledby attribute has been correctly used to give the alertdialog an accessible name. + +
    6. + +
  6. Determine that the contents of the alertdialog identifies the input error. + +
    7. + +
  7. Determine whether contents of the alertdialog suggests how to fix the error. + +
    8. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks 2, 3, 5 and 6 are true. For SC 3.3.3, Check 7 is also true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA19.html b/wcag21/techniques/aria/ARIA19.html new file mode 100644 index 0000000..b60ba35 --- /dev/null +++ b/wcag21/techniques/aria/ARIA19.html @@ -0,0 +1,201 @@ + + + + + ARIA19: Using ARIA role=alert or Live Regions to Identify Errors + + + + + + + +

Using ARIA role=alert or Live Regions to Identify Errors

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to notify Assistive Technologies (AT) when an input + error occurs. The aria-live attribute makes it possible for an AT (such as a screen reader) to be notified when + error messages are injected into a Live Region container. The content within the aria-live region is automatically read by the AT, without the AT having to focus on the place + where the text is displayed. + +

+

There are also a number of special case live region roles which can be used instead of applying live region properties directly. +

+
+
+

Examples

+
+

Example 1: Injecting error messages into a container with role=alert already present + in the DOM +

+

The following example uses role=alert which is equivalent to using aria-live=assertive. + +

+

In the example there is an empty error message container element with aria-atomic=true + and an aria-live property or alert role present in the DOM on page load. The error + container must be present in the DOM on page load for the error message to be spoken + by most screen readers. aria-atomic=true is necessary to make Voiceover on iOS read + the error messages after more than one invalid submission. + +

+

jQuery is used to test if the inputs are empty on submit and inject error messages + into the live region containers if so. Each time a new submit is attempted the previous + error messages are removed from the container and new error messages injected. + + 

<script src="http://code.jquery.com/jquery.js"></script>
+<script>
+$(document).ready(function(e) {
+	$('#signup').submit(function() {
+		$('#errors').html('');
+		if ($('#first').val() === '') {
+			$('#errors').append('<p>Please enter your first name.</p>');
+		}
+		if ($('#last').val() === '') {
+			$('#errors').append('<p>Please enter your last name.</p>');
+		} 
+		if ($('#email').val() === '') {
+			$('#errors').append('<p>Please enter your email address.</p>');
+		} 
+		return false;
+	});
+});
+</script>
+
+<form name="signup" id="signup" method="post" action="">
+  <p id="errors" role="alert" aria-atomic="true"></p>
+  <p>
+    <label for="first">First Name (required)</label><br>
+    <input type="text" name="first" id="first">
+  </p>
+  <p>
+    <label for="last">Last Name (required)</label><br>
+    <input type="text" name="last" id="last">
+  </p>
+  <p>
+    <label for="email">Email (required)</label><br>
+    <input type="text" name="email" id="email">
+  </p>
+  <p>
+    <input type="submit" name="button" id="button" value="Submit">
+  </p>
+</form>

Working example: Using role=alert to identify errors. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Determine that an empty error container role=alert or aria-live=assertive attribute + is present in the DOM at page load. +
    2. + +
  2. Trigger the error that causes the content in the live region to appear or update. + +
    3. + +
  3. Determine that the error message was injected into the already present error container. + +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA2.html b/wcag21/techniques/aria/ARIA2.html new file mode 100644 index 0000000..6576dd6 --- /dev/null +++ b/wcag21/techniques/aria/ARIA2.html @@ -0,0 +1,302 @@ + + + + + ARIA2: Identifying a required field with the aria-required property + + + + + + + +

Identifying a required field with the aria-required property

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide programmatic indication that a form + field (which shown through presentation to be required) is mandatory for successful + submission of a form. +

+

The fact that the element is required is often visually presented (via a text or non-text + symbol, or text indicating input is required or color / styling) but this is not programmatically + determinable as part of the field's name. +

+

The WAI-ARIA aria-required property indicates that user input is required before submission. The aria-required property can have values of true or false. For example, if a user must fill in an address field, then aria-required is set to true. +

+
+
Note
+
+ +

Note: Use of aria-required="true" might be beneficial even when an asterisk or other + text symbol is programmatically associated with the field as it may reinforce its + required property for some assistive technology users. +

+ +

The fact that the element is required is often visually presented (such as a sign + or symbol after the control). Using the aria-required property in addition to the visual presentation makes it much easier for user agents + to pass on this important information to the user in a user agent-specific manner. + Refer to Supporting ARIA in XHTML and HTML 4.01 for information on how to provide WAI-ARIA States and Properties with XHTML and + HTML. WAI-ARIA States and Properties is compatible with other languages as well; + refer to documentation in those languages. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

The required property is indicated by an asterisk placed next to the label element: + 

+<form action="#" method="post"  id="login1" onsubmit="return errorCheck1()">
+  <p>Note: [*]denotes mandatory field</p>
+  <p>
+    <label for="usrname">Login name: </label>
+    <input type="text" name="usrname" id="usrname" aria-required="true"/>[*]
+  </p>
+  <p>
+    <label for="pwd">Password</label>
+    <input type="password" name="pwd" id="pwd" size="12" aria-required="true" />[*]
+  </p>
+  <p>
+    <input type="submit" value="Login" id="next_btn" name="next_btn"/>
+  </p>
+
+</form>
+
+

Example 2

+

The required property is indicated by the word "required" placed next to the label element: + 

+<form action="#" method="post" id="step1" onsubmit="return errorCheck2()">
+  <p>
+    <label for="fname">First name: </label>
+    <input type="text" id="fname" aria-required="true" />
+    [required]
+  </p>
+  <p>
+    <label for="mname">Middle name: </label>
+    <input type="text" id="mname" />
+  </p>
+  <p>
+    <label for="lname">Last name: </label>
+    <input type="text" id="lname" aria-required="true" />
+    [required]
+  </p>
+  <p>
+    <label for="email">Email address: </label>
+    <input type="text" id="email" aria-required="true" />
+    [required]
+  </p>
+  <p>
+    <label for="zip_post">Zip / Postal code: </label>
+    <input type="text" id="zip_post" size="6" aria-required="true" />
+    [required]
+  </p>
+  <p>
+    <input type="submit" value="Next Step" id="step_btn" name="step_btn" />
+  </p>
+</form>
+
+

Example 3

+

Required fields are indicated by a red border around the fields and a star icon rendered + via CSS using content:before. This example also uses custom radio buttons with role=radio + but the script to make the span actually work like radio buttons is not included in + this example. The CSS properties are available below the form. + + 

+<form action="#" method="post" id="alerts1">
+  <label for="acctnum" data-required="true">Account Number</label>
+  <input size="12" type="text" id="acctnum"
+      aria-required="true" name="acctnum" />
+
+ <p id="radio_label" data-required="true">Please send an alert when balance exceeds $3,000.</p>
+
+ <ul  id="rg" role="radiogroup" aria-required="true" aria-labelledby="radio_label">
+    <li id="rb1" role="radio">Yes</li>
+    <li id="rb2" role="radio">No</li>
+ </ul>
+</form>
+

Related CSS style definition for this example:

+[aria-required=true] {
+  border: red thin solid;
+}
+[data-required=true]:after {
+  content: url('/iconStar.gif');
+}
+
+
+

Example 4: A required text input field in XHTML

+

The following example shows an XHTML document using the aria-required property to indicate that a form field must be submitted. The mandatory nature + of the field is also indicated in the label as a fallback for user agents that do + not support WAI-ARIA. + 

+<?xml version="1.0" encoding="UTF-8"?>
+<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.1
+    For Accessible Adaptable Applications//EN"
+  "https://www.w3.org/WAI/ARIA/schemata/xhtml-aria-1.dtd">
+<html xmlns="http://www.w3.org/1999/xhtml"
+          xml:lang="en">
+  <head>
+    <title>Required Input</title>
+  </head>
+  <body>
+    <h1>Required Input</h1>
+    <p>The following form input field must be completed by the user
+    before the form can be submitted.</p>
+    <form action="http://example.com/submit">
+      <p>
+        <label for="test">Test (required)</label>
+        <input name="ariaexample" id="example" aria-required="true" aria-label="Test"/>
+      </p>
+      <p>
+        <input type="submit" value="Submit" />
+      </p>
+    </form>
+  </body>
+</html>
+
+
+

Example 5: Adding aria-required property via script +

+

This example uses scripting to add the aria-required property to a form element. The required property is assigned using the setAttribute() + API. +

+

The array variable, requiredIds, is created with the ids of the elements which need to be marked as required. The + setRequired() function is called from the onload event of the window object. +

+

The setRequired() function loops through all of the ids provided, retrieves the + element and assigns the aria-required property of true using the setAttribute() function. +

+

When this page is accessed using Firefox 3.0 or later and a screen reader that supports + WAI-ARIA, the screen reader will speak "required" when reading the label for the + input fields. + 

<head>
+ <script type="text/javascript">
+ //<![CDATA[
+
+ // array or ids on the required fields on this page
+ var requiredIds = new Array( "firstName", "lastName");
+
+ // function that is run after the page has loaded to set the aria-required property on each of the
+ //elements in requiredIds array of id values
+ function setRequired(){
+ 	if (requiredIds){
+ 		var field;
+ 		for (var i = 0; i< requiredIds.length; i++){
+ 			field = document.getElementById(requiredIds[i]);
+ 			field.setAttribute("aria-required", "true");
+ 		}
+ 	}
+ }
+ window.onload=setRequired;
+//]]>
+ </script>
+ </head>
+ <body>
+ <p>Please enter the following data.  Required fields have been programmatically identified
+ as required and  marked with an asterisk (*) following the field label.</p>
+ <form action="submit.php">
+ <p>
+ <label for="firstName">First Name *: </label><input type="text" name="firstName"
+    id="firstName" value="" />
+ <label for="lastName">Last Name *: </label><input type="text" name="lastName"
+    id="lastName"  value="" />
+ </p>
+ </form>
+ </body>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +

For each control which is shown via presentation to be required.

+ +
    + +
  1. Check whether the aria-required attribute is present: +
    2. + +
  2. Check whether the value of the aria-required attribute is the correct required state of the user interface component. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA20.html b/wcag21/techniques/aria/ARIA20.html new file mode 100644 index 0000000..36f7112 --- /dev/null +++ b/wcag21/techniques/aria/ARIA20.html @@ -0,0 +1,174 @@ + + + + + ARIA20: Using the region role to identify a region of the page + + + + + + + +

Using the region role to identify a region of the page

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications. +

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient). +

+
+
+

Description

+

This technique demonstrates how to assign a generic region role to a section of a page so that user agents and assistive technologies may be + able to programmatically identify it. The region role demarcates a segment of the page that contains content of significance so that + it is more readily discoverable and navigable. The generic region should be used when + the section cannot be marked up using a standard document landmark role (see ARIA11: Using ARIA landmarks to identify regions of a page). +

+

It is important to name regions, because they are generic grouping elements and users + will need some way to tell which region they are in. Regions can be named using aria-labelledby, aria-label, or another technique. Doing so helps to better expose content and information relationships + on the page. The role of region should be used prudently, because if overused they can make the page overly verbose + for screen reader users. +

+
+
+

Examples

+
+

Example 1: Region on a news website

+

A section on the home page of a news website that contains a poll that changes every + week is marked up with role="region". The h3 text above the form is referenced as + the region's name using aria-labelledby. + 

+<div role="region" aria-labelledby="pollhead">
+<h3 id="pollhead">This week's Poll</h3>
+<form method="post" action="#">
+  <fieldset>
+    <legend>Do you believe the tax code needs to be overhauled?</legend>
+    <input type="radio" id="r1" name="poll" />
+    <label for="r1">No, it's fine the way it is</label>
+    <input type="radio" id="r2" name="poll" />
+    <label for="r2">Yes, the wealthy need to pay more</label>
+    <input type="radio" id="r3" name="poll" />
+    <label for="r3">Yes, we need to close corporate loopholes</label>
+    <input type="radio" id="r4" name="poll" />
+    <label for="r4">Changes should be made across the board</label>
+  </fieldset>
+</form>
+<a href="results.php">See Poll Results</a>
+</div>			
+
+
+

Example 2: Identifying a region on a banking site

+

A user can expand links on a bank website after logging in to see details of term + deposit accounts. The details are within a span marked up with region role. The heading for the region has role=heading and is included in the aria-labelledby that names the region. + 

+<ol>
+	<li><a id="l1" href="#" aria-expanded="false" title="Show details" aria-controls="block1" >John Henry's Account</a><img src="images/panel_expand.gif" alt="" />
+		 <div id="block1" class="nowHidden" tabindex="-1" aria-labelledby="l1 cd1" role="region"><span id="cd1" role="heading" aria-level="3">Certificate of  Deposit:</span>
+		 <table>
+			 <tr><th scope="row">Account:</th> <td>25163522</td></tr>
+			 <tr><th scope="row">Start date:</th> <td>February 1, 2014</td></tr>
+			 <tr><th scope="row">Maturity date:</th><td>February 1, 2016</td></tr>
+			 <tr><th scope="row">Deposit Amount:</th> <td>$ 3,000.00</td></tr>
+			 <tr><th scope="row">Maturity Amount:</th> <td>$ 3,072.43</td></tr>
+		 </table>
+		 </div>
+	 </li>
+ </ol>
+
+
+

Example 3: Identifying a portlet with a generic region

+

This example shows how a generic region landmark might be added to a weather portlet. There is no existing text on the page + that can be referenced as the label, so it is labelled with aria-label. + + 

+<div role="region" aria-label="weather portlet"> 
+	...
+</div>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each section marked up with role="region":

+ +
    + +
  1. Examine the content and ensure that it is important enough to have an independent + landmark +
    2. + +
  2. Ensure that a standard landmark role is not appropriate for this content
    3. + +
  3. Check that the region has a programmatically determined name
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1-3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA21.html b/wcag21/techniques/aria/ARIA21.html new file mode 100644 index 0000000..9dc188b --- /dev/null +++ b/wcag21/techniques/aria/ARIA21.html @@ -0,0 +1,255 @@ + + + + + ARIA21: Using Aria-Invalid to Indicate An Error Field + + + + + + + +

Using Aria-Invalid to Indicate An Error Field

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML with Accessible Rich Internet Applications. +

+

This technique relates to Success Criterion 3.3.1: Error Identification (Sufficient). +

+
+
+

Description

+

This technique demonstrates how aria-invalid may be employed to specifically identify fields that have failed validation. Its + use is most suitable when: +

+
    + +
  • The error description does not programmatically identify the failed fields
    • + +
  • The failed fields are identified in a manner that is not available to some users - + for example by using an error-icon rendered visually by some technique that does not + rely on color such as a visual cue like a border. +
    • + +
+
+
Note
+
+

One of the above two situations may be true for a field which has programmatically + associated label and / or instructions that conveys data format, a data range, or + the required property. +

+
+
+

While it is always preferable to programmatically associate specific error description + with the failed field, the page's design or the framework employed may sometimes constrain + the author's ability to do so. In these cases, authors may programmatically set aria-invalid to "true" on the fields that have failed validation. This is interpretable mainly + by assistive technologies (like screen readers / screen magnifiers) employed by users + who are vision impaired. When a field has aria-invalid set to “true”, VoiceOver in Safari announces “invalid data” when the field gets focus; + JAWS and NVDA notify the error as an “invalid entry”. +

+

This ARIA attribute has to be set / turned on programmatically. It should not be set + to “true” before input validation is performed or the form is submitted. Setting aria-invalid to “false” is the same as not placing the attribute for the form control at all. + Quite understandably, nothing is conveyed by assistive technology to users in this + case. +

+

When visible text is used to programmatically identify a failed field and / or convey + how the error can be corrected, setting aria-invalid to "true" is not required from a strict compliance standpoint but may still provide + helpful information for users. +

+
+
+

Examples

+
+

Example 1: Using aria-invalid on required fields

+

The aria-invalid attribute is used on required fields that have no input. A message above the form + conveys that form submission has failed due to this. +

+

A portion of the jQuery code and the HTML form markup follow:

+<code>
+<script>
+...
+...
+		if ($('#first').val() === '') {
+			$('#first').attr("aria-invalid", "true");
+$("label[for='first']").addClass('failed');
+		}
+		if ($('#last').val() === '') {
+			$('#last').attr("aria-invalid", "true");
+$("label[for='last']").addClass('failed');
+		} 
+		if ($('#email').val() === '') {
+			$('#email').attr("aria-invalid", "true");
+$("label[for='email']").addClass('failed');
+		} 
+...
+...
+</script>
+<style type="text/css">
+label.failed {
+	border: red thin solid;
+}
+</style>
+<form name="signup" id="signup" method="post" action="#">
+ <p>
+    <label for="first">First Name (required)</label><br>
+    <input type="text" name="first" id="first">
+  </p>
+  <p>
+    <label for="last">Last Name (required)</label><br>
+    <input type="text" name="last" id="last">
+  </p>
+  <p>
+    <label for="email">Email (required)</label><br>
+    <input type="text" name="email" id="email">
+  </p>
+  <p>
+    <input type="submit" name="button" id="button" value="Submit">
+  </p>
+</form>
+</code>

Working example: Using aria-invalid on required fields. +

+
+
+

Example 2: Identifying errors in data format

+

Aria-invalid and aria-describedby are used together to indicate an error when the personal identification number (PIN), + email address, or start date are not in the expected format. The error message is + associated with the field using aria-describedby, and aria-invalid makes it easier to programmatically find fields with errors. +

+

Below is the rendered HTML code for the email address field in Example 1: When an + invalid email address is entered by the user such as "samexample.com" (instead of + sam@example.com), the HTML code is: + 

+<div class="control">
+<p><label for="email">Email address: [*]</label> 
+<input type="text" name="email" id="email" class="error" aria-invalid="true" aria-describedBy="err_1" /></p> 
+<span class="errtext" id="err_1">Error: Incorrect data</span></div>
+

And when no data is entered in the email field, the HTML code is:

+<div class="control">
+<p><label for="email">Email address: [*]</label> 
+<input type="text" name="email" id="email" class="error" aria-invalid="true" aria-describedBy="err_2" /></p>
+<span class="errtext" id="err_2">
+ Error: Input data missing</span>
+</div>

jQuery code: jQuery is used to add aria-invalid or aria-describedby attributes as + well as the class attribute and append the error text. This is the code that inserts + aria-invalid and class="error" but does not associate the error text "incorrect data" + with the control programmatically: + 

+$(errFld).attr("aria-invalid", "true").attr("class", "error");
+// Suffix error text: 
+$(errFld).parent().append('<span class="errtext">Error: Incorrect data</span>');
+

CSS Code:

+input.error {
+   border: red thin solid;}
+span.errtext {
+	margin-bottom: 1em; 	padding: .25em 1.4em .25em .25em;
+	border: red thin solid; 	background-color: #EEEEFF;
+	background-image:url('images/iconError.gif');
+	background-repeat:no-repeat; 	background-position:right;	
+}
+

Working example: Identifying errors in data format. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each form control that relies on aria-invalid to convey a validation failure: +

+ +
    + +
  1. Check that aria-invalid is not set to true when a validation failure does not exist. +
    2. + +
  2. Check that aria-invalid is set to true when a validation failure does exist. +
    3. + +
  3. Check that the programmatically associated labels / programmatically associated instructional + text for the field provide enough information to understand the error. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1-3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA22.html b/wcag21/techniques/aria/ARIA22.html new file mode 100644 index 0000000..1de06b0 --- /dev/null +++ b/wcag21/techniques/aria/ARIA22.html @@ -0,0 +1,130 @@ + + + + + ARIA22: Using role=status to present status messages + + + + + + + +

Using role=status to present status messages

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

+ This technique uses the status role from the ARIA specification to notify Assistive Technologies (AT) when content + has been updated with information about the user's or application's status. This is + done by adding role="status" to the element that contains the status message. The aria live region role of status has an implicit aria-live value of polite, which allows a user to be notified via AT (such as a screen reader) when status + messages are added. The role of status also has a default aria-atomic value of true, so that updates to the container marked with a role of status will result in the AT presenting the entire contents of the container to the user, + including any author-defined labels (or additional nested elements). Such additional + context can be critical where the status message text alone will not provide an equivalent + to the visual experience. The content of the aria-live container is automatically + read by the AT, without the AT having to focus on the place where the text is displayed. + See WAI-ARIA 1.1 status (role) for more details. + + +

+
+
+

Examples

+
+

Example 1: Including a search results message

+

After a user presses a Search button, the page content is updated to include the results + of the search, which are displayed in a section below the Search button. The change + to content also includes the message "5 results returned" near the top of this new + content. This text is given an appropriate role for a status message. A screen reader + will announce "Five results returned". + 

+
+	<div role="status">5 results returned.</div>
+
+

Working example: role=status on search results

+
+
+

Example 2: Updating the shopping cart status

+

After a user presses an Add to Shopping Cart button, content near the Shopping Cart + icon updates to read "1 items". The container for this text (in this case a <p>) is marked with the role of status. Because it adds visual context, the shopping cart image -- with succinct and accurate + ALT text -- is also placed in the container. Due to the default aria-atomic value, a screen reader will announce "Shopping cart, six items". + 

+
+	<p role="status" >
+		<img src="shopping-cart.png" alt="Shopping Cart">
+		<br>
+		<span id="cart">0</span> items
+	</p>
+
+

Working example: role=status on a shopping cart

+
+
+
+

Tests

+
+

Procedure

+

For each status message: +

+
    + +
  1. Check that the container destined to hold the status message has a role attribute with a value of status before the status message occurs. +
    2. + +
  2. Check that when the status message is triggered, it is inside the container.
    3. + +
  3. Check that elements or attributes that provide information equivalent to the visual + experience for the status message (such as a shopping cart image with proper ALT text) + also reside in the container. +
    4. + +
+
+
+

Expected Results

+
    + +
  • #1, #2 and #3 are true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA23.html b/wcag21/techniques/aria/ARIA23.html new file mode 100644 index 0000000..cba040b --- /dev/null +++ b/wcag21/techniques/aria/ARIA23.html @@ -0,0 +1,123 @@ + + + + + ARIA23: Using role=log to identify sequential information updates + + + + + + + +

Using role=log to identify sequential information updates +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 4.1.3: Status Messages (Sufficient). +

+
+
+

Description

+

+ The purpose of this technique is to notify Assistive Technologies (AT) when content + has been appended to sequential information concerning the application's history or + logs. The aria live region role of log has an implicit aria-live value of polite and aria-atomic value of false, which allows a user to be notified via AT (such as a screen reader) when log messages + are added. The new content within the aria-live region is automatically read by the + AT, without the AT having to focus on the place where the text is displayed. See WAI-ARIA 1.1 log (role) for more details. + + +

+
+
+

Examples

+
+

Example 1: Updating the contents of a chat conversation

+
+ +

Comments that users type into a chat input field are appended to the end of the chat + history region. The region is marked with role of log so that new additions are announced by ATs. When each new chat message appears, a + screen reader should announce its content (depending on AT/browser compatibility). +

+ + 
+
+	<div id="chatRegion" role="log" aria-labelledby="chatHeading">
+		<h4 id="chatHeading">Chat History</h4>
+		<ul id="conversation">
+			<li>The latest chat message</li>
+		</ul>
+	</div>
+
+

Working example: chatlog.html

+
+
+

Example 2: Updating the log of a server

+

An application log records time-stamped activities. The log is exposed in the app + as a view, with the region marked with the role of log so that the new additions are announced by the ATs. (The default value for the aria-relevant attribute is "additions", so the removal of the old top entries due to log size limitations + will not be announced.) When each new log entry is added, a screen reader announces + it. + 

+
+	<div id="activityLog" role="log">
+		<h4 id="logHeading">Recent activity</h4>
+		<ul id="logentries"">
+			<li>08:03 UserX logged off</li>
+		</ul>
+	</div>
+
+

Working example: serverlog.html

+
+
+
+

Tests

+
+

Procedure

+

On a page that contains sequentially updating information:

+
    + +
  1. Check that the container for the information is given a role of log. +
    2. + +
+
+
+

Expected Results

+
    + +
  • #1 is true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA24.html b/wcag21/techniques/aria/ARIA24.html new file mode 100644 index 0000000..d77acf5 --- /dev/null +++ b/wcag21/techniques/aria/ARIA24.html @@ -0,0 +1,409 @@ + + + + + ARIA24: Semantically identifying a font icon with role="img" + + + + + + + +

Semantically identifying a font icon with role="img"

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient). +

+
+
+

Description

+

The objective of this technique is to show how to semantically identify an element + that uses a font file for icons. When a user overrides font-family these icons typically + disappear unless there is a means to identify them. The point is to provide a technique + to differentiate icon fonts from general font (text) usage. +

+

Some low vision users need user stylesheets, scripts, or extensions to override the + fonts on a page to perceive text content. However, they need to be able to perceive + icon fonts that are meaningful, such as a star signifying a favorite, or an email + icon in a link. +

+

The key is for the author to semantically markup icon fonts with role="img". Then the user's font replacement selector can hook into that semantic and exclude + role="img". This results in those icon fonts being shown. +

+

The first step is used for adding a font face with icons via the CSS file.

+            
+/* specify font-family name for icons */
+@font-face { font-family: 'IconFontRoleImg';/ }
+
+/* default class for fonts-face with icons */
+.icon,
+[class^="icon-"],
+[class*=" icon-"] { font-family: 'IconFontRoleImg' !important; }
+
+/* specific class for icon */
+.icon-star-bg:before { content: "\e982"; }
+            
+

The second step adds classes, the role="img" attribute for semantics and an accessible + name. + 

+                        
+<!-- Icon via class names, role="img" and a text alternative -->
+<p>
+   <span class="icon icon-star-bg" role="img" aria-label="Favorite"></span>
+</p>
+            
+

The third step uses the ":not selector" in combination with the "[attribute] selector" + to only replace font faces for regular text. + 

+            
+/* Replaces font faces but excludes all elements with attribute role=""img" */
+*:not([role="img"]) { font-family: Verdana, sans-serif !important; }
+         
+
+
+

Examples

+
+

Example 1: Star Icon Font used as an indicator (not interactive)

+

In this example a star icon is used to indicate a favorite. It is not interactive + and does not disappear if the user overrides the font family via CSS. +

+
+ +

Author CSS

+ 
+               
+/* default class for fonts-face with icons */
+.icon { font-family: 'IconFontRoleImg' !important; }
+
+/* specific class for icon */
+.icon-star-bg:before { content: "\e982"; }
+               
+
+
+
+ +

HTML

+ +
+ +
- Instead of... -
+ 
+               
+<p>
+   <span class="icon icon-star-bg"></span>
+</p>
+               
+
+
+ +
+ +
- Do... -
+ 
+               
+<p>
+   <span class="icon icon-star-bg" role="img" aria-label="Favorite"></span>
+</p>
+               
+
+
+ +
+
+ +

User CSS

+ 
+               
+*:not([role="img"]) { font-family: Verdana, sans-serif !important; }
+               
+
+
+
+ +

Working example:

+ +

+ Star Icon Font used as an indicator (not interactive) + +

+ +
+
+
+

Example 2: Two colored / stacked star Icon Font used as an indicator

+

In this example a two colored star icon is created by stacking two fonts with different + colors on top of each other. This way it's possible to mimic only half the star is + filled. It is not interactive and does not disappear if the user overrides the font + family via CSS. +

+
+ +

Author CSS

+ 
+               
+/* default class for fonts-face with icons */
+.icon { font-family: 'IconFontRoleImg' !important; }
+
+/* specific classes for icons */
+.icon-star-bg:before    {content: "\e982"; }
+.icon-star-half:before  {content: "\e983"; }
+               
+
+
+
+ +

HTML

+ +
+ +
- Instead of... -
+ 
+               
+<span class="icon-stacked">
+   <span class="icon icon-star-bg grey"></span>
+   <span class="icon icon-star-half yellow"></span>
+</span>
+               
+
+
+ +
+ +
- Do... -
+ 
+               
+<span class="icon-stacked" role="img" aria-label="Favorite star half filled">
+   <span class="icon icon-star-bg grey" role="img" aria-hidden="true"></span>
+   <span class="icon icon-star-half yellow" role="img" aria-hidden="true"></span>
+</span>
+               
+
+
+ +
+
+ +

User CSS

+ 
+               
+*:not([role="img"]) { font-family: Verdana, sans-serif !important; }
+               
+
+
+
+ +

Working example:

+ +

+ Two colored / stacked star Icon Font used as an indicator + +

+ +
+
+
+

Example 3: Email Icon Font in a link WITHOUT visible text

+

In this example an email icon is in a link with no visible text. It does not disappear + if a user overrides font family. The icon font is identified by assistive technology + as a "link image" and the name "Email" (keyboard or mouse). +

+
+ +

Author CSS

+ 
+               
+/* default class for fonts-face with icons */
+.icon { font-family: 'IconFontRoleImg' !important; }
+
+/* specific class for icon */
+.icon-email:before { content: "\e93e"; }
+               
+
+
+
+ +

HTML

+ +
+ +
- Instead of... -
+ 
+               
+<a href="email.html">
+   <span class="icon icon-email"></span>
+</a>
+               
+
+
+ +
+ +
- Do... -
+ 
+               
+<a href="email.html">
+   <span class="icon icon-email" role="img" aria-label="Email"></span>
+</a>
+               
+
+
+ +
+
+ +

User CSS

+ 
+               
+*:not([role="img"]) { font-family: Verdana, sans-serif !important; }
+               
+
+
+
+ +

Working example:

+ +

+ Email Icon Font in a link WITHOUT visible text + +

+ +
+
+
+

Example 4: Multiple Icon Fonts as part of another sematic element WITH visible text

+

This example already has a visible text label in the link to be used as an accessible + name, the mail and chevron font icons must stay visible when the font family is changed. + This can be done by ensuring the icons are contained in their own element and the + attribute aria-hidden="true" is used so the font icons will be ignored by assistive technologies. +

+
+ +

Author CSS

+ 
+               
+/* default class for fonts-face with icons */
+.icon { font-family: 'IconFontRoleImg' !important; }
+
+/* specific class for icon */
+- See style declarations in HTML examples -
+
+               
+
+
+
+ +

HTML

+ +
+ +
- Instead of... -
+ 
+               
+<style>
+.icon-double-link:before   { content: "\e93e"; }
+.icon-double-link:after    { content: "\e993"; }
+</style>
+
+<a href="email.html" class="icon-double-link">
+   Email
+</a>
+               
+
+
+ +
+ +
- Do... -
+ 
+               
+<style>
+.icon-email:before   { content: "\e93e"; }
+.icon-chevron:before {  content: "\e993";  }
+
+.icon-double-link .icon-chevron  { float: right; margin-left: 1.5rem; }
+</style>
+
+<a href="email.html" class="icon-double-link">
+   <span class="icon icon-email" role="img" aria-hidden="true"></span>
+   <span class="icon icon-chevron" role="img" aria-hidden="true"></span>
+   Email
+</a>
+               
+
+
+ +
+
+ +

User CSS

+ 
+               
+*:not([role="img"]) { font-family: Verdana, sans-serif !important; }
+               
+
+
+
+ +

Working example:

+ +

+ Multiple Icon Fonts as part of another sematic element WITH visible text + +

+ +
+
+
+
+

Tests

+
+

Procedure

+

For each font icon check that:

+
    + +
  1. The element providing the font icon has role="img". +
    2. + +
+
+
+

Expected Results

+
    + +
  • #1 is true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA4.html b/wcag21/techniques/aria/ARIA4.html new file mode 100644 index 0000000..e3a134a --- /dev/null +++ b/wcag21/techniques/aria/ARIA4.html @@ -0,0 +1,203 @@ + + + + + ARIA4: Using a WAI-ARIA role to expose the role of a user interface component + + + + + + + +

Using a WAI-ARIA role to expose the role of a user interface component

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Sufficient as a way to meet G10: Creating components using a technology that supports the accessibility notification + of changes). +

+
+
+

Description

+

The objective of this technique is to define the role of an element using the role attribute with one of the non-abstract values defined in the WAI-ARIA Definition of Roles. The WAI-ARIA specification provides an informative description of each role, how + it relates to other roles, and the states and properties for each role. When rich + internet applications define new user interface widgets, exposing the roles enables + users to understand the widget and how to interact with it. +

+
+
+

Examples

+
+

Example 1: A simple toolbar

+

The WAI-ARIA Authoring Practices document demonstrates a toolbar containing three buttons. The div element has a role of "toolbar", and the img elements have "button" roles: + 

+    <div role="toolbar"
+      tabindex="0" 
+      id="customToolbar" 
+      onkeydown="return optionKeyEvent(event);"
+      onkeypress="return optionKeyEvent(event);"
+      onclick="return optionClickEvent(event);"
+      onblur="hideFocus()"
+      onfocus="showFocus()"
+      > 
+      <img src="img/btn1.gif" 
+           role="button" 
+           tabindex="-1" 
+           alt="Home" 
+           id="b1" 
+           title="Home">
+      <img src="img/btn2.gif" 
+           role="button" 
+           tabindex="-1" 
+           alt="Refresh" 
+           id="b2" 
+           title="Refresh">
+     <img src="img/btn3.gif" 
+           role="button" 
+           tabindex="-1" 
+           alt="Help" 
+           id="b3" 
+           title="Help"> 
+ </div>  
+

The Authoring Practices Toolbar Pattern provides a working example of a toolbar.. +

+
+
+

Example 2: A Tree Widget

+

The WAI-ARIA Authoring Practices demonstrates a tree widget. Note the use of the roles "tree", "treeitem", and "group" to identify the tree and + its structure. Here is a simplified excerpt from the code: + 

+<ul role="tree" tabindex="0">
+  <li role="treeitem">Birds</li>
+  <li role="treeitem">Cats
+    <ul role="group">
+      <li role="treeitem">Siamese</li>
+      <li role="treeitem">Tabby</li>
+    </ul>
+  </li>
+  <li role="treeitem">Dogs
+    <ul role="group">
+      <li role="treeitem">Small Breeds
+        <ul role="group">
+          <li role="treeitem">Chihuahua</li>
+          <li role="treeitem">Italian Greyhound</li>
+          <li role="treeitem">Japanese Chin</li>
+        </ul>
+      </li>
+      <li role="treeitem">Medium Breeds
+        <ul role="group">
+          <li role="treeitem">Beagle</li>
+          <li role="treeitem">Cocker Spaniel</li>
+          <li role="treeitem">Pit Bull</li>
+        </ul>
+      </li>
+      <li role="treeitem">Large Breeds
+        <ul role="group">
+          <li role="treeitem">Afghan</li>
+          <li role="treeitem">Great Dane</li>
+          <li role="treeitem">Mastiff</li>
+        </ul>
+      </li>
+    </ul>
+  </li>
+</ul>
+

The Authoring Practices Tree View Pattern provides a working example of a tree. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +

For a user interface component using the role attribute: +

+ +
    + +
  1. Check that the value of the role attribute is one of the non-abstract roles from the + values defined in the WAI-ARIA specification. +
    2. + +
  2. Check that the characteristics of the user interface component are described by the + role. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA5.html b/wcag21/techniques/aria/ARIA5.html new file mode 100644 index 0000000..6d1b2c2 --- /dev/null +++ b/wcag21/techniques/aria/ARIA5.html @@ -0,0 +1,221 @@ + + + + + ARIA5: Using WAI-ARIA state and property attributes to expose the state of a user interface + component + + + + + + + + +

Using WAI-ARIA state and property attributes to expose the state of a user interface + component +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Sufficient as a way to meet G10: Creating components using a technology that supports the accessibility notification + of changes). +

+
+
+

Description

+

The objective of this technique is to use WAI-ARIA state and property attributes to expose the state, properties and values of a user interface component so that + they can be read and set by assistive technology, and so that assistive technology + is notified of changes to these values. The WAI-ARIA specification provides a normative + description of each attribute, and the role of the user interface elements that they + support. When rich internet applications define new user interface widgets, exposing + the state and property attributes enables users to understand the widget and how to + interact with it. +

+
+
+

Examples

+
+

Example 1: A toggle button

+

A widget with role button acts as a toggle button when it implements the attribute aria-pressed. When aria-pressed is true, the button is in a "pressed" state. When aria-pressed is false, it is not pressed. If the attribute is not present, the button is a simple + command button. +

+

The following snippet from The Open Ajax Accessibility Examples, Example 38, shows + WAI-ARIA mark-up for a toggle button that selects bold text: + 

+  <li id="bold1"  
+    class="toggleButton"
+    role="button"
+    tabindex="0"
+    aria-pressed="false"
+    aria-labelledby="bold_label"
+    aria-controls="text1">
+    <img src="http://www.oaa-accessibility.org/media/examples/images/button-bold.png" alt="bold text" align="middle">
+</li>
+

The li element has a role of "button" and an "aria-pressed" attribute. The following excerpt + from the Javascript for this example updates the value of the "aria-pressed" attribute: + 

                   
+                             /**
+   * togglePressed() toggles the aria-pressed atribute between true or false
+   *
+   * @param ( id object) button to be operated on
+   *
+   * @return N/A
+   */
+  function togglePressed(id) {
+  
+    // reverse the aria-pressed state
+    if ($(id).attr('aria-pressed') == 'true') {
+      $(id).attr('aria-pressed', 'false');
+    }
+    else {
+      $(id).attr('aria-pressed', 'true');
+    }
+  }
+

This button is available as part of the working example of Example 38 - Toolbar using inline images for visual state, on the OpenAjax Alliance site. +

+
+
+

Example 2: A slider

+

A widget with role slider lets a user select a value from within a given range. The slider represents the current + value and the range of possible values via the size of the slider and the position + of the handle. These properties of the slider are represented by the attributes aria-valuemin, aria-valuemax, and aria-valuenow. +

+

The following snippet from The Open Ajax Accessibility Examples, Example 32, shows + WAI-ARIA mark-up for a slider created in Javascript. Note that the javascript sets + the attributes aria-valuemin, aria-valuemax, and aria-valuenow: + 

   var handle = '<img id="' + id + '" class="' + (this.vert == true ? 'v':'h') +'sliderHandle" ' +
+    'src="http://www.oaa-accessibility.org/media/examples/images/slider_' + (this.vert == true ? 'v':'h') + '.png" ' + 'role="slider" ' +
+    'aria-valuemin="' + this.min +
+    '" aria-valuemax="' + this.max +
+    '" aria-valuenow="' + (val == undefined ? this.min : val) +
+           '" aria-labelledby="' + label +
+           '" aria-controls="' + controls + '" tabindex="0"></img>';

The following excerpt from the Javascript for this example updates the value of the + "aria-valuenow" attribute when the value of the slider handle is changed: + 

 slider.prototype.positionHandle = function($handle, val) {
+    ...
+   // Set the aria-valuenow position of the handle
+  $handle.attr('aria-valuenow', val);
+   ...
+  }
+

This slider is available as part of the working example of Example 32 - Slider, on the OpenAjax Alliance site. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

+ The WAI-ARIA specification, Section 5.3, Categorization of Roles defines the required and inherited states and properties for each role. +

+ +

For a user interface component using the WAI-ARIA role attribute:

+ +
    + +
  1. Check that the required states and properties for the role are present.
    2. + +
  2. Check that no WAI-ARIA states or properties that are neither required, supported, + nor inherited are present. +
    3. + +
  3. Check that the state and property values are updated to reflect the current state + when the user interface component changes state. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1, #2, and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA6.html b/wcag21/techniques/aria/ARIA6.html new file mode 100644 index 0000000..62d1bb2 --- /dev/null +++ b/wcag21/techniques/aria/ARIA6.html @@ -0,0 +1,152 @@ + + + + + ARIA6: Using aria-label to provide labels for objects + + + + + + + +

Using aria-label to provide labels for objects

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to provide a label for objects that can be read by + assistive technology. The aria-label attribute provides the text label for an object, such as a button. When a screen + reader encounters the object, the aria-label text is read so that the user will know what it is. +

+

Authors should be aware that aria-label may be disregarded by assistive technologies in situations where aria-labelledby is used for the same object. For more information on the naming hierarchy please + consult the ARIA specification and the accessible name and description calculation in the HTML to Platform Accessibility APIs Implementation Guide. Authors should be + aware that use of aria-label will override any native naming such as alt on images or label associated with a form field using the for attribute. +

+
+
+

Examples

+
+

Example 1: Distinguishing navigation landmarks

+

The following example shows how aria-label could be used to distinguish two navigation landmarks in a HTML4 and XHTML 1.0 document, + where there are more than two of the same type of landmark on the same page, and there + is no existing text on the page that can be referenced as the label. + 

<div role="navigation" aria-label="Primary">
+<ul><li>...a list of links here ...</li></ul> </div>
+<div role="navigation" aria-label="Secondary">
+<ul><li>...a list of links here ...</li> </ul></div>
+
+

Example 2: Identifying region landmarks

+

The following example shows how a generic "region" landmark might be added to a weather + portlet. There is no existing text on the page that can be referenced as the label, + so it is labelled with aria-label. + 

<div role="region" aria-label="weather portlet"> 
+...
+</div>
+
+

Example 3: Providing a label for Math

+

Below is an example of a MathML function, using the math role, appropriate label, + and MathML rendering: + 

<div role="math" aria-label="6 divided by 4 equals 1.5">
+  <math xmlns="https://www.w3.org/1998/Math/MathML">
+    <mfrac>
+      <mn>6</mn>
+      <mn>4</mn>
+    </mfrac>
+    <mo>=</mo>
+    <mn>1.5</mn>
+  </math>
+</div>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each element where a aria-label attribute is present. +

+ +
    + +
  1. Examine whether the text description accurately labels the object or provides a description + of its purpose or provides equivalent information. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA7.html b/wcag21/techniques/aria/ARIA7.html new file mode 100644 index 0000000..82b9741 --- /dev/null +++ b/wcag21/techniques/aria/ARIA7.html @@ -0,0 +1,143 @@ + + + + + ARIA7: Using aria-labelledby for link purpose + + + + + + + +

Using aria-labelledby for link purpose

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 2.4.4: Link Purpose (In Context) (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

With the aria-labelledby attribute, authors can use a visible text element on the page as a label for a focusable + element (a form control or a link). For example, a "read more..." link could be associated + with the text of the heading of the preceding section to make the purpose of the link + unambiguous (see example 1). +

+

When associating text to a focusable element with the help of aria-labelledby, the target text element is given an ID which is referenced in the value of the aria-labelledby attribute of the focusable element. +

+

It is also possible to use several text elements on the page as a label for a focusable + element. Each of the text elements used must be given a unique ID which is referenced + as a string of IDs (IDREF) in the value of the aria-labelledby attribute. The label text should then be concatenated following the order of IDs + in the value of the aria-labelledby attribute. +

+

When applied on links, aria-labelledby can be used to identify the purpose of a link that may be readily apparent for sighted + users, but less obvious for screen reader users. +

+

The specified behavior of aria-labelledby is that the associated label text is announced instead of the link text (not in addition + to the link text). When the link text itself should be included in the label text, + the ID of the link should be referenced as well in the string of IDs forming the value + of the aria-labelledby attribute. +

+

For more information on the naming hierarchy please consult the Accessible Name and Description Computation and the accessible name and description calculation for links in the HTML to Platform Accessibility APIs Implementation Guide. +

+
+
+

Examples

+ +
+

Example 2: Concatenating link text from multiple sources

+

There may be cases where an author will placed a tag around a section of code that + will be referenced. +

+

Note: The use of tabindex="-1" on the span element is not meant to support focusing by scripts - here, it merely serves to ensure + that some browsers (IE9, IE10) will include the span element in the accessibility tree, thus making it available for reference by aria-labelledby. For more details see Accessible HTML Elements. + 

<p>Download <span id="report-title" tabindex="-1">2012 Sales Report</span>:
+<a aria-labelledby="report-title pdf" href="#" id="pdf">PDF</a> |
+<a aria-labelledby="report-title doc" href="#" id="doc">Word</a> |
+<a aria-labelledby="report-title ppt" href="#" id="ppt">Powerpoint</a></p>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +

For each link that has an aria-labelledby attribute: +

+ +
    + +
  1. Check that each ID in the value of the aria-labelledby attribute matches an ID of a text element used as part of the link purpose. +
    2. + +
  2. Check that the combined value of the text referenced by the one or more ID's in the + aria-labelledby attribute properly describes the purpose of the link element. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA8.html b/wcag21/techniques/aria/ARIA8.html new file mode 100644 index 0000000..c71d401 --- /dev/null +++ b/wcag21/techniques/aria/ARIA8.html @@ -0,0 +1,152 @@ + + + + + ARIA8: Using aria-label for link purpose + + + + + + + +

Using aria-label for link purpose

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to describe the purpose of a link using the aria-label attribute. The aria-label attribute provides a way to place a descriptive text label on an object, such as + a link, when there are no elements visible on the page that describe the object. If + descriptive elements are visible on the page, the aria-labelledby attribute should be used instead of aria-label. Providing a descriptive text label lets a user distinguish the link from links in + the Web page that lead to other destinations and helps the user determine whether + to follow the link. In some assistive technologies the aria-label value will show in the list of links instead of the actual link text. +

+

Per the Accessible Name and Description Computation and the HTML to Platform Accessibility APIs Implementation Guide, the aria-label text will override the text supplied within the link. As such the text supplied will + be used instead of the link text by AT. Due to this it is recommended to start the + text used in aria-label with the text used within the link. This will allow consistent communication between + users. +

+
+
+

Examples

+ +
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For link elements that use aria-label: +

+ +
    + +
  1. Check that the value of the aria-label attribute properly describes the purpose of the link element. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/ARIA9.html b/wcag21/techniques/aria/ARIA9.html new file mode 100644 index 0000000..bde6b89 --- /dev/null +++ b/wcag21/techniques/aria/ARIA9.html @@ -0,0 +1,315 @@ + + + + + ARIA9: Using aria-labelledby to concatenate a label from several text nodes + + + + + + + +

Using aria-labelledby to concatenate a label from several text nodes

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to:

+ +
+
+

Description

+

The aria-labelledby property can be used to label all visual objects. Applied to inputs, the aria-labelledby property can be used to label native inputs as well as non-native elements, such + as custom text inputs constructed with div contenteditable="true". +

+

One particular use of aria-labelledby is for text inputs in situations where a meaningful label should consist of more + than one label string. +

+

Authors assign unique ids to the label strings to be concatenated as the label for the input element. The value of the aria-labelledby attribute is then a space-separated list of all ids in the order in which the label strings referenced should be read by screen readers. + Supporting user agents will concatenate the label strings referenced and read them + as one continuous label of the input. +

+

The concatenation of label strings can be useful for different reasons. In example + 1, an input is nested within the context of a full sentence. The desired screen reader + output is "Extend time-out to [ 20 ] minutes - edit with autocomplete, selected 20". + Since the id of the text input is included in the string of ids referenced by aria-labelledby, the value of the input is included in the concatenated + label at the right position. +

+

Another application of aria-labelledby is when there is no space to provide a visible label next to the input, or when using + native labels would create unnecessary redundancy. Here, the use aria-labelledby makes it possible to associate visible elements on the page as label for such inputs. + This is demonstrated in example 2 where table column and row headings are concatenated + into labels for the text input elements inside the table. +

+
+
Note
+
+ +

The ARIA accessible name and description calculation specifies that the string specified in aria-labelledby should replace rather than add to the content of the element that carries the property. + So adding the aria-labelledby property to a native label should replace the text content inside that label unless + the label itself is referenced as part of the sequence of ids in aria-labelledby. +

+ +
+
+
+
+

Examples

+
+

Example 1: A time-out input field with concatenated label

+

A text input allows users to extend the default time before a time-out occurs.

+

The string "Extend time-out to" is contained in a native label element and is associated with the input with the input by id="timeout-duration" + . This label is associated with this input using the for/id association only on user + agents that don't support ARIA. On user agents that support ARIA, the for/id association + is ignored and the label for the input is provided only by aria-labelledby, per the accessible name and description calculation in the HTML to Platform Accessibility APIs Implementation Guide. +

+

The aria-labelledby attribute on the text input references three elements: (1) the span containing the native label, (2) the text input containing the default text '20' + (recall that this input is not labelled with the for/id associated label text), and + (3) the string 'minutes' contained in a span. These elements should be concatenated to provide the full label for the text input +

+
+
Note
+
+ +

The use of tabindex="-1" on the span element is not meant to support focusing by scripts - here, it merely serves to ensure + that some browsers (IE9, IE10) will include the span element in the accessibility tree, thus making it available for reference by aria-labelledby. For more details see Accessible HTML Elements + +

+ +
+ 
<form>
+<p><span id="timeout-label" tabindex="-1"><label for="timeout-duration">Extend time-out to</label></span>
+<input type="text" size="3" id="timeout-duration" value="20" 
+    aria-labelledby="timeout-label timeout-duration timeout-unit">
+<span id="timeout-unit" tabindex="-1"> minutes</span></p>
+</form>

Working example, Time-out input field with concatenated label, adapted from Easy ARIA tip #2: aria-labelledby and aria-describedby, an example + put together by Marco Zehe. +

+
+
+

Example 2: A simple data table with text inputs

+

A simple data table containing text inputs. The input labels are concatenated through + aria-labelledby referencing the respective column and row headers. + 

<table>
+	<tr>
+		<td></td>
+		<th id="tpayer">Taxpayer</th>
+		<th id="sp">Spouse</th>
+	</tr>
+
+	<tr>
+		<th id="gross">W2 Gross</th>
+		<td><input type="text" size="20" aria-labelledby="tpayer gross" /></td>
+		<td><input type="text" size="20" aria-labelledby="sp gross" /></td>
+	</tr>
+	
+	<tr>
+		<th id="div">Dividends</th>
+		<td><input type="text" size="20" aria-labelledby="tpayer div" /></td>
+		<td><input type="text" size="20" aria-labelledby="sp div" /></td>
+	</tr>
+</table>

Working example, Using aria-labelledby for simple table with text inputs, based on an example by Jim Thatcher. +

+
+
+

Example 3: A conference workshop booking table

+

A conference workshop booking table with two parallel tracks allows users to select + the workshop they want to attend. When tabbing through the checkbox inputs in the + table, the track (1 or 2), the title, and the speaker of the workshop followed by + the adjacent checkbox label "Attend" are provided as concatenated label for the checkboxes + via aria-labelledby. +

+

Some browser / screen reader combinations (e.g. Mozilla Firefox and NVDA) will in + addition speak the relevant table cell headers. + 

<h1>Dinosaur Conference workshops timetable Thursday, 14.  & Friday, 15. March 2013</h1>
+<table>
+<caption>Dinosaur Conference workshop booking table</caption>
+<tbody><tr>
+	<td rowspan="2"></td>
+	<th colspan="2" scope="colgroup">Thursday</th>
+	<th colspan="2" scope="colgroup">Friday</th>
+</tr>
+
+<tr>
+	<th scope="col" id="am1">9 to 12 AM</th>
+	<th scope="col" id="pm1">2 to 5 PM</th>
+	<th scope="col" id="am2">9 to 12 AM</th>
+	<th scope="col" id="pm2">2 to 5 PM</th>
+</tr>
+
+<tr>
+	<th id="track1" scope="row">track 1</th>
+	<td>
+		<h2 id="title-TM1">The Paleozoic era </h2>
+		<p>2 places left</p>
+		<p><input type="checkbox" id="TM1" aria-labelledby="title-TM1 track1 am1 TM1-att">
+                <label id="TM1-att" for="TM1">Attend</label></p>
+	</td>
+	
+	<td>
+		<h2 id="title-TA1">The Mesozoic era overview</h2>
+		<p>2 places left</p>
+		<p><input type="checkbox" id="TA1" aria-labelledby="title-TA1 track1 am2 TA1-att">
+                <label id="TA1-att" for="TA1">Attend</label></p>
+	</td>
+	
+	<td>
+		<h2 id="title-FM1">The Triassic period, rise of the dinosaurs</h2>
+		<p>1 place left</p>
+		<p><input type="checkbox" id="FM1" aria-labelledby="title-FM1 track1 pm1 FM1-att">
+                <label id="FM1-att" for="FM1">Attend</label></p>
+
+	</td>
+	
+	<td>
+		<h2 id="title-FA1">The Jurassic period</h2>
+		<p>11 places left</p>
+		<p><input type="checkbox" id="FA1" aria-labelledby="title-FA1 track1 pm2 FA1-att">
+                <label id="FA1-att" for="FA1">Attend</label></p>
+	</td>
+</tr>
+
+
+<tr>
+	<th id="track2" scope="row">track 2</th>
+	<td>
+		<h2 id="title-TM2">The Cretaceous period</h2>
+		<p>18 places left</p>
+		<p><input type="checkbox" id="TM2" aria-labelledby="title-TM2 track2 am1 TM2-att">
+                <label id="TM2-att" for="TM2">Attend</label></p>
+	</td>
+	
+	<td>
+		<h2 id="title-TA2">The end of the dinosaurs</h2>
+		<p>2 places left</p>
+		<p><input type="checkbox" id="TA2" aria-labelledby="title-TA2 track2 am2 TA2-att">
+                <label id="TA2-att" for="TA2">Attend</label></p>
+	</td>
+	
+	<td>
+		<h2 id="title-FM2">First discoveries of dinosaurs</h2>
+		<p>2 places left</p>
+		<p><input type="checkbox" id="FM2" aria-labelledby="title-FM2 track2 pm1 FM2-att">
+                <label id="FM2-att" for="FM2">Attend</label></p>
+	</td>
+	
+	<td>
+		<h2 id="title-FA2">Emerging scholarship</h2>
+		<p>19 places left</p>
+		<p><input type="checkbox" id="FA2" aria-labelledby="title-FA2 track2 pm2 FA2-att">
+                <label id="FA2-att" for="FA2">Attend</label></p>
+	</td>
+</tr>
+</tbody>
+</table>

Working example: Conference workshop booking timetable. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For inputs that use aria-labelledby: +

+ +
    + +
  1. Check that ids referenced in aria-labelledby are unique and match the ids of the text nodes that together provide the label +
    2. + +
  2. Check that the concatenated content of elements referenced by aria-labelledby is descriptive for the purpose or function of the element labeled +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • + +

    #1 and #2 are true.

    + +

    If this is a sufficient technique for a success criterion, failing this test procedure + does not necessarily mean that the success criterion has not been satisfied in some + other way, only that this technique has not been successfully implemented and can + not be used to claim conformance. +

    + +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/aria-log-role.html b/wcag21/techniques/aria/aria-log-role.html new file mode 100644 index 0000000..07f2c97 --- /dev/null +++ b/wcag21/techniques/aria/aria-log-role.html @@ -0,0 +1,89 @@ + + + + + + aria-log-role: ARIA23: Using role=log to identify sequential information updates + + + + + + + +

ARIA23: Using role=log to identify sequential information updates +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique is not referenced from any Understanding document.

+
+
+

Examples

+
+

Example 1: Updating the contents of a chat conversation

+
+ +

Comments that users type into a chat input field are appended to the end of the chat + history region. The region is marked with role of log so that new additions are announced by ATs. When each new chat message appears, a + screen reader should announce its content (depending on AT/browser compatibility). +

+ + 
+
+	<div id="chatRegion" role="log" aria-labelledby="chatHeading">
+		<h4 id="chatHeading">Chat History</h4>
+		<ul id="conversation">
+			<li>The latest chat message</li>
+		</ul>
+	</div>
+
+

Working example: chatlog.html

+
+
+

Example 2: Updating the log of a server

+

An application log records time-stamped activities. The log is exposed in the app + as a view, with the region marked with the role of log so that the new additions are announced by the ATs. (The default value for the aria-relevant attribute is "additions", so the removal of the old top entries due to log size limitations + will not be announced.) When each new log entry is added, a screen reader announces + it. + 

+
+	<div id="activityLog" role="log">
+		<h4 id="logHeading">Recent activity</h4>
+		<ul id="logentries"">
+			<li>08:03 UserX logged off</li>
+		</ul>
+	</div>
+
+

Working example: serverlog.html

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/aria/img/work-phone.png b/wcag21/techniques/aria/img/work-phone.png new file mode 100644 index 0000000000000000000000000000000000000000..323bf50ad08c06c74f6e5d2383bb099ffeb811f1 GIT binary patch literal 1589 zcmai!X;9J$7{>ox3E}}p+A1bs6q@C+>6W7g2y0fFx!8JP9A*c0dgQSopr*36R;#R6 z9(i<#2$n~wm6m0$Nv@`OZkD+Tl_q2=*{;pB-*#p{yfe@5)BC*7GxKKn`Fa`Zo9hDr zVCcP_<_`d%pk?g>2QRA}st-&4Qx5nC$YC$5n-ZFum#T7=Ow(&Xzd2X`o3-Nks{W>Z>^O;pg&Bd;$RrNjBX&=2xysjBrpZ?*w@aSpQ3IYfwuTg* zO(Xvuew2GE<1u}jv;XkgAaxY+9=E-AL0O^jo(PJqlx7cjXLpx{v2=J8{&nV)b)v;n zha3n_&{@Q+O-VM5jhmWNO$|Kb!v(v}zPAZJ*ZuR6Qn0#ecV4eHX#XGDTG#LQRf!&t zqmIMt&v@R&KS#l_;7fjbv;}j^4vY%&)9p>Inhh^=MuqQjXg&3vvbh+ys^oVJUCZAU z8A_Q7z{%<$9GFOt-y-Ew~oS;=h3nSvMxw0WAql)Iw2#sk9a zw4zYG&zT#q+%IY=Zy}fuTc{H>!akm#9@#3beR_zEINcvP8BJ;2y6W3fEXSC!(s9ie z$j&sWnR?oXr@fNAKd&OW#nTd%>WWKDbH(Y$kTEI&sSi{NhttVWvA_>H5ki~!h;FV` z?)@t-hr;|gZ;p;r{h01KbR7cxFK@2bz-FE<<4J7n{Xawl54V>Z!F?{JN! zX-ex2Jayg)?`UEG(Oq4)2t~)m+nmvqgl}@LwtLgAv)+WX!+1FhZeH}Mr=jTjM;+*Z|2e??ny$S zoNZgf<N{ zKN+`t7U;}v-SMWA&2Qvgf2~B?VYL^r<2Yl~q_E6N8h0UYjMrVv5fa#>BB6psjD6*> zZKN*9U>dz*j5xSh5^_Pavw3ys6;IPJ6>;e=Qur~Zl`=Nikd&+`&Km#oJKt}Afu;NK zG2N9LyKH?FQnR6iDC{v+GM8wfrtkBgx9Hky5}i9c7%&jw$PW|5H~K(D!v~D)63aeD z5FzghXGkN_Yt8&WF)q86xB&s$j>{X9J6?o|&DS4(IGAu^qDNs}+t&N_*!I5bo^frZ zM|$bQqqhz3Y(JFmCIG|CQ;E{1wywcN;!K$0`KJmJrQ5?OOxM@I9-MaJ)Vjgr~9pqjoU0<85ry Z5~QvMP4v#GT(kV@0dKl5O-5yj{sF^!(`Ntx literal 0 HcmV?d00001 diff --git a/wcag21/techniques/client-side-script/SCR1.html b/wcag21/techniques/client-side-script/SCR1.html new file mode 100644 index 0000000..05abe92 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR1.html @@ -0,0 +1,145 @@ + + + + + SCR1: Allowing the user to extend the default time limit + + + + + + + + + +

Allowing the user to extend the default time limit + +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

+ Time limits that are controlled by client-side scripting. + +

+

This technique relates to Success Criterion 2.2.1: Timing Adjustable (Sufficient, together with SCR16: Providing a script that warns the user a time limit is about to expire). +

+
+
+

Description

+

The objective of this technique is to allow user to extend the default time limit + by providing a mechanism to extend the time when scripts provide functionality that + has default time limits. In order to allow the user to request a longer time limit, + the script can provide a form (for example) allowing the user to enter a larger time + limit or indicating that more time is needed. If the user is being warned that a time + limit is about to expire (see ), this form can be made available from the warning dialog. The user can extend the + time limit to at least 10 times the default time limit, either by allowing the user + to indicate how much additional time is needed or by repeatedly allowing the user + to extend the time limit. +

+
+
+

Examples

+
    + +
  • + A Web page contains current stock market statistics and is set to refresh periodically. + When the user is warned prior to refreshing the first time, the user is provided with + an option to extend the time period between refreshes. + +
    • + +
  • + In an online chess game, each player is given a time limit for completing each move. + When the player is warned that time is almost up for this move, the user is provided + with an option to increase the time. + +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+
    + +
  1. + PHPBuilder Time-out Info + +
    2. + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. + On a Web page that uses scripts to enforce a time limit, wait until the time limit + has expired. + +
    2. + +
  2. + Determine if an option was provided to extend the time limit. + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • + #2 is true and more time is provided to complete the interaction. + +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR14.html b/wcag21/techniques/client-side-script/SCR14.html new file mode 100644 index 0000000..a7b69af --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR14.html @@ -0,0 +1,156 @@ + + + + + SCR14: Using scripts to make nonessential alerts optional + + + + + + + +

Using scripts to make nonessential alerts optional

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Scripting technologies which use scripting alerts for non-emergency communication.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to display a dialog containing a message (alert) + to the user. When the alert is displayed, it receives focus and the user must activate + the OK button on the dialog to dismiss it. Since these alerts cause focus to change + they may distract the user, especially when used for non-emergency information. Alerts + for non-emergency purposes such as displaying a quote of the day, helpful usage tip, + or count down to a particular event, are not presented unless the user enables them + through an option provided in the Web page. +

+

This technique assigns a global JavaScript variable to store the user preference for + displaying alerts. The default value is false. A wrapper function is created to check + the value of this variable before displaying an alert. All calls to display an alert + are made to this wrapper function rather than calling the alert() function directly. + Early in the page, a button is provided for the user to enable the display of alerts + on the page. This technique works on a visit by visit basis. Each time the page + is loaded, alerts will be disabled and the user must manually enable them. Alternatively, + the author could use cookies to store user preferences across sessions. +

+
+
+

Examples

+
+

Example 1

+

The script below will display a quote in an alert box every ten seconds, if the user + selects the "Turn Alerts On" button. The user can turn the quotes off again by choosing + "Turn Alerts Off". + 

+<script type="text/javascript">
+var bDoAlerts = false;  // global variable which specifies whether to 
+                                       // display alerts or not
+/* function to enable/disable alerts.
+ * param boolean bOn - true to enable alerts, false to disable them.
+*/
+function modifyAlerts(isEnabled) {
+   bDoAlerts = isEnabled;
+}
+/* wrapper function for displaying alerts.  Checks the value of bDoAlerts
+*and only calls the alert() function when bDoAlerts is true.
+*/
+function doAlert(aMessage) {
+    if (bDoAlerts) {
+       alert(aMessage);
+    }
+}
+// example usage - a loop to display famous quotes.
+var gCounter = -1;  // global to store counter
+// quotes variable would be initialized with famous quotations
+var quotes = new Array("quote 1", "quote 2", "quote 3", "quote 4", "quote 5");
+function showQuotes() {
+   if (++gCounter &gt;= quotes.length) {
+     gCounter = 0;
+   }
+   doAlert(quotes[gCounter]);
+   setTimeout("showQuotes();", 10000);
+}
+showQuotes();
+</script>
+

Within the body of the page, include a way to turn the alerts on and off. Below is + one example: + 

+<body>
+<p>Press the button below to enable the display of famous quotes 
+using an alert box<br />
+<button id="enableBtn" type="button" onclick="modifyAlerts(true);">
+Turn Alerts On</button><br />
+<button id="disableBtn" type="button" onclick="modifyAlerts(false);">
+Turn Alerts Off</button></p>
+

Working example of this code: Demonstration of Alerts. +

+
+
+
+

Tests

+
+

Procedure

+ +

For a Web page that supports non-emergency interruptions using a JavaScript alert:

+ +
    + +
  1. Load the Web page and verify that no non-emergency alerts are displayed.
    2. + +
  2. Verify there is a mechanism to activate the non-emergency alerts.
    3. + +
  3. Activate the non-emergency alerts and verify that the alerts are displayed.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • For a Web page that supports non-emergency interruptions using a JavaScript alert, + checks 1, 2, and 3 above are true. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR16.html b/wcag21/techniques/client-side-script/SCR16.html new file mode 100644 index 0000000..56831ab --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR16.html @@ -0,0 +1,171 @@ + + + + + SCR16: Providing a script that warns the user a time limit is about to expire + + + + + + + +

Providing a script that warns the user a time limit is about to expire

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

+ Time limits exist that are controlled by script. + +

+

This technique relates to Success Criterion 2.2.1: Timing Adjustable (Sufficient, together with SCR1: Allowing the user to extend the default time limit ). +

+
+
+

Description

+

+ The objective of this technique is to notify users that they are almost out of time + to complete an interaction. When scripts provide functionality that has time limits, + the script can include functionality to warn the user of imminent time limits and + provide a mechanism to request more time. 20 seconds or more before the time limit + occurs, the script provides a confirm dialog that states that a time limit is imminent + and asks if the user needs more time. If the user answers "yes" then the time limit + is reset. If the user answers "no" or does not respond, the time limit is allowed + to expire. + +

+

+ This technique involves time limits set with the window.setTimeout() method. If, for + example, the time limit is set to expire in 60 seconds, you can set the time limit + for 40 seconds and provide the confirm dialog. When the confirm dialog appears, a + new time limit is set for the remaining 20 seconds. Upon expiry of the "grace period + time limit" the action that would have been taken at the expiry of the 60 second time + limit in the original design is taken. + +

+
+
+

Examples

+
+

Example 1

+

+ A page of stock market quotes uses script to refresh the page every five minutes in + order to ensure the latest statistics remain available. 20 seconds before the five + minute period expires, a confirm dialog appears asking if the user needs more time + before the page refreshes. This allows the user to be aware of the impending refresh + and to avoid it if desired. + + 

+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"
+   "https://www.w3.org/TR/html4/loose.dtd">
+<html lang="en">
+<head>
+<title>Stock Market Quotes</title>
+<script type="text/javascript">
+<!--
+function timeControl() {
+	// set timer for 4 min 40 sec, then ask user to confirm.
+	setTimeout('userCheck()', 280000);
+}
+function userCheck() {
+	// set page refresh for 20 sec
+	var id=setTimeout('pageReload()', 20000);
+	// If user selects "OK" the timer is reset 
+	// else the page will refresh from the server.
+	if (confirm("This page is set to refresh in 20 seconds. 
+	Would you like more time?"))
+	{
+	clearTimeout(id);
+	timeControl();
+	}
+}
+function pageReload() {
+	window.location.reload(true);
+}
+timeControl();
+-->
+</script>
+</head>
+<body>
+<h1>Stock Market Quotes</h1>
+...etc...
+</body>
+</html>
+
+
+ +
+

Tests

+
+

Procedure

+ +

+ On a Web page that has a time limit controlled by a script: +

+ +
    + +
  1. + load the page and start a timer that is 20 seconds less than the time limit. + +
    2. + +
  2. + when the timer expires, check that a confirmation dialog is displayed warning of the + impending time limit. + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • + #2 is true. + +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR18.html b/wcag21/techniques/client-side-script/SCR18.html new file mode 100644 index 0000000..a4b6cd4 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR18.html @@ -0,0 +1,174 @@ + + + + + SCR18: Providing client-side validation and alert + + + + + + + +

Providing client-side validation and alert

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that validates user input.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to validate user input as values are entered for + each field, by means of client-side scripting. If errors are found, an alert dialog + describes the nature of the error in text. Once the user dismisses the alert dialog, + it is helpful if the script positions the keyboard focus on the field where the error + occurred. +

+
+
+

Examples

+
+

Example 1: Checking a single control with an event handler

+

The following script will check that a valid date has been entered in the form control.

+<label for="date">Date:</label>
+<input type="text" name="date" id="date" 
+onchange="if(isNaN(Date.parse(this.value))) 
+alert('This control is not a valid date. 
+Please re-enter the value.');" />
+
+
+

Example 2: Checking multiple controls when the user submits the form

+

The following sample shows multiple controls in a form. The form element uses the onsubmit attribute which creates an event handler to execute the validation script when the + user attempts to submit the form. If the validation is successful, the event returns + true and the form submission proceeds; if the validation finds errors, it displays an + error message and returns false to cancel the submit attempt so the user can fix the problems. +

+
+
Note
+
+ +

This example demonstrates an alert for simplicity. A more helpful notification to + the user would be to highlight the controls with problems and add information to the + page about the nature of the errors and how to navigate to the controls that require + data fixes. +

+ +

Although this example uses an onsubmit attribute on the form element for brevity, normal practice is to create a submit event listener when the + page is loaded. +

+ +
+
+

Script code:

+function validate() {
+	// initialize error message
+	var msg = "";
+	
+	//validate name
+	var pattern = /^[a-zA-Z\s]+$/;
+	var el = document.getElementById("name");
+	if (!pattern.test(el.value))  msg += "Name can only have letters and spaces. ";
+	
+	// validate number
+	var pattern = /^[\d\-+\.\s]+$/;
+	var el = document.getElementById("tel");
+	if (!pattern.test(el.value))  msg += "Telephone number can only have digits and separators. ";
+	
+	if (msg != "") {
+		alert(msg);
+		return false;
+	} else return true;
+}
+

Form code:

+<form action="multiple-controls.html" onsubmit="return validate()">
+	<p>
+		<label for="name">Name: </label>
+		<input type="text" name="name" id="name" />
+	</p>
+	<p>
+		<label for="tel">Telephone number: </label>
+		<input type="text" name="tel" id="tel" />				
+	</p>
+	<p>
+		<input type="submit" />
+	</p>
+</form>
+

This is demonstrated in the working example of checking multiple controls when the user submits the form. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For form fields that require specific input:

+ +
    + +
  1. enter invalid data
    2. + +
  2. determine if an alert describing the error is provided.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR19.html b/wcag21/techniques/client-side-script/SCR19.html new file mode 100644 index 0000000..cd7c4fc --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR19.html @@ -0,0 +1,245 @@ + + + + + SCR19: Using an onchange event on a select element without causing a change of + context + + + + + + + + +

Using an onchange event on a select element without causing a change of + context +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML with support for scripting. This technique uses the try/catch + construct of JavaScript 1.4. +

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to demonstrate how to correctly use an + onchange event with a select element to update other elements on the Web page. This + technique will not cause a change of context. When there are one + or more select elements on the Web page, an onchange event on one, can + update the options in another select element on the Web page. All of the + data required by the select elements is included within the Web page. +

+

It is important to note that the select item which is modified is after the + trigger select element in the reading order of the Web page. This ensures + that assistive technologies will pick up the change and users will encounter + the new data when the modified element receives focus. This technique relies + on JavaScript support in the user agent. +

+
+
+

Examples

+
+

Example 1

+

This example contains two select elements. When an item is selected + in the first select, the choices in the other select are updated + appropriately. The first select element contains a list of + continents. The second select element will contain a partial list of + countries located in the selected continent. There is an onchange + event associated with the continent select. When the continent + selection changes, the items in the country select are modified + using JavaScript via the Document Object Model (DOM). All of the + data required, the list of countries and continents, is included + within the Web page. +

+

Overview of the code below

+
    + +
  • countryLists array variable which contains the list of + countries for each continent in the trigger select element. + +
    • + +
  • countryChange() function which is called by the onchange + event of the continent select element. +
    • + +
  • The XHTML code to create the select elements in the body of + the Web page. +
    • + + 
+<?xml version="1.0" encoding="UTF-8"?> 
+<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" 
+  "https://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd"> 
+<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> 
+  <head> 
+    <meta http-equiv="content-type" content="text/xhtml; charset=utf-8" /> 
+    <title>Dynamic Select Statements</title> 
+<script type="text/javascript">
+ //<![CDATA[ 
+ // array of possible countries in the same order as they appear in the country selection list 
+ var countryLists = new Array(4) 
+ countryLists["empty"] = ["Select a Country"]; 
+ countryLists["North America"] = ["Canada", "United States", "Mexico"]; 
+ countryLists["South America"] = ["Brazil", "Argentina", "Chile", "Ecuador"]; 
+ countryLists["Asia"] = ["Russia", "China", "Japan"]; 
+ countryLists["Europe"]= ["Britain", "France", "Spain", "Germany"]; 
+ /* CountryChange() is called from the onchange event of a select element. 
+ * param selectObj - the select object which fired the on change event. 
+ */ 
+ function countryChange(selectObj) { 
+ // get the index of the selected option 
+ var idx = selectObj.selectedIndex; 
+ // get the value of the selected option 
+ var which = selectObj.options[idx].value; 
+ // use the selected option value to retrieve the list of items from the countryLists array 
+ cList = countryLists[which]; 
+ // get the country select element via its known id 
+ var cSelect = document.getElementById("country"); 
+ // remove the current options from the country select 
+ var len=cSelect.options.length; 
+ while (cSelect.options.length > 0) { 
+ cSelect.remove(0); 
+ } 
+ var newOption; 
+ // create new options 
+ for (var i=0; i<cList.length; i++) { 
+ newOption = document.createElement("option"); 
+ newOption.value = cList[i];  // assumes option string and value are the same 
+ newOption.text=cList[i]; 
+ // add the new option 
+ try { 
+ cSelect.add(newOption);  // this will fail in DOM browsers but is needed for IE 
+ } 
+ catch (e) { 
+ cSelect.appendChild(newOption); 
+ } 
+ } 
+ } 
+//]]>
+</script>
+</head>
+<body>
+  <noscript>This page requires JavaScript be available and enabled to function properly</noscript>
+  <h1>Dynamic Select Statements</h1>
+  <label for="continent">Select Continent</label>
+  <select id="continent" onchange="countryChange(this);">
+    <option value="empty">Select a Continent</option>
+    <option value="North America">North America</option>
+    <option value="South America">South America</option>
+    <option value="Asia">Asia</option>
+    <option value="Europe">Europe</option>
+  </select>
+  <br/>
+  <label for="country">Select a country</label>
+  <select id="country">
+    <option value="0">Select a country</option>
+  </select>
+</body>
+ </html>

Here is a working example: Dynamic + Select + +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Navigate to the trigger select element (in this example, the one + to select continents) and change the value of the select. +
    2. + +
  2. Navigate to the select element that is updated by the trigger + (in this example, the one to select countries). +
    3. + +
  3. Check that the matching option values are displayed in the other + select element. +
    4. + +
  4. Navigate to the trigger select element, navigate through the + options but do not change the value. +
    5. + +
  5. Check that the matching option values are still displayed in the + associated element. +
    6. + +
+ +

It is recommended that the select elements are tested with an assistive + technology to verify that the changes to the associated element are + recognized. +

+ +
+
+

Expected Results

+ +
    + +
  • Step #3 and #5 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR2.html b/wcag21/techniques/client-side-script/SCR2.html new file mode 100644 index 0000000..12552df --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR2.html @@ -0,0 +1,198 @@ + + + + + SCR2: Using redundant keyboard and mouse event handlers + + + + + + + +

Using redundant keyboard and mouse event handlers

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML with scripting support.

+

This technique relates to Success Criterion 2.1.1: Keyboard (Sufficient as a way to meet G90: Providing keyboard-triggered event handlers). +

+
+
+

Description

+

The objective of this technique is to demonstrate using device independent events + to change a decorative image in response to a mouse or focus event. Use the onmouseover + and onmouseout events to change a decorative image when the mouse moves on top of + or away from an element on the page. Also, use the onfocus and onblur events to change + the image when the element receives and loses focus. +

+

The example below has a decorative image in front of an anchor element. When the user + mouses over the anchor tag, the decorative image in front of the anchor is changed. + When the mouse moves off of the anchor, the image is changed back to its original + version. The same image change effect occurs when the user gives keyboard focus to + the anchor element. When focus is received the image changes, when focus is lost the + image is changed back. This is accomplished by attaching onmouseover, onmouseout, + onfocus and onblur event handlers to the anchor element. The event handler is a JavaScript + function called updateImage(), which changes the src attribute of the image. The updateImage() + is called in response to the onmouseover, onmouseout, onfocus, and onblur events. +

+

Each image is given a unique id. This unique id is passed to updateImage() along with + a boolean value indicating which image is to be used: updateImage(imgId, isOver);. + The boolean value of true is passed when the mouse is over the anchor element or it + has focus. A false value is passed when the mouse moves off of the anchor element + or it loses focus. The updateImage() function uses the image id to load the image + and then changes the src attribue based on the boolean value. Note that since the + image is for decorative purposes, it has a null alt attribute. +

+
+
Note
+
+ +

It is best to use images that are similar in size and to specify the height and width + attributes on the image element. This will prevent any changes to the layout of the + page when the image is updated. This example uses images which are identical in size. + +

+ +
+
+
+
+

Examples

+
+

Example 1

+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"  "https://www.w3.org/TR/html4/loose.dtd">
+ <html lang="en">
+ <head>
+ <meta http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+ <title>Changing Image Source in a Device Independent Manner</title>
+ <script type="text/javascript">
+ /* This function will change the image src of an image element.
+  * param imgId - the id of the image object to change
+  * param isOver - true when mouse is over or object has focus,
+  *                false when mouse move out or focus is lost
+ */
+ function updateImage(imgId, isOver) {
+   var theImage = document.getElementById(imgId);
+   if (theImage != null) { //could use a try/catch block for user agents supporting at least JavaScript 1.4
+                           // These browsers support try/catch - NetScape 6, IE 5, Mozilla, Firefox
+      if (isOver) {
+        theImage.setAttribute("src","yellowplus.gif");
+      }
+      else {
+        theImage.setAttribute("src","greyplus.gif");
+      }
+   }
+ }
+ </script>
+ </head>
+ <body>
+ <p>Mouse over or tab to the links below and see the image change.</p>
+ <a href="https://www.w3.org/wai" onmouseover="updateImage('wai', true);" onfocus="updateImage('wai', true);"
+   onmouseout="updateImage('wai',false);" onblur="updateImage('wai',false);">
+ <img src="greyplus.gif" border="0" alt="" id="wai">
+   W3C Web Accessibility Initiative</a> &
+ <a href="https://www.w3.org/International/" onmouseover="updateImage('i18n', true);" 
+   onfocus="updateImage('i18n',true);" onmouseout="updateImage('i18n',false);"
+   onblur="updateImage('i18n',false);">
+   <img src="greyplus.gif" border="0" alt="" id="i18n">
+   W3C Internationalization</a>
+ </body>
+ </html>
+
+
+
+

Tests

+
+

Procedure

+ +

Load the Web page and test the events using a mouse and via the keyboard.

+ +
    + +
  1. Check that the "standard" image is displayed as expected when the Web page is loaded. + +
    2. + +
  2. + +

    Using the Mouse

    + +
      + +
    1. Move the mouse over the element containing the event handlers (in this example it + is an anchor element). Check that the image changes to the expected image. +
      2. + +
    2. Move the mouse off of the element. Check that the image changes back to the "standard" + image. +
      3. + +
    + +
    3. + +
  3. + +

    Using the Keyboard

    + +
      + +
    1. Use the keyboard to set focus to the element containing the event handlers. Check + that the image changes to the expected image. +
      2. + +
    2. Use the keyboard to remove focus from the element (generally by moving focus to another + element). Check that the image changes to the "standard" image. +
      3. + +
    + +
    4. + +
  4. Verify that the layout of other elements on the page is not affected when the image + is changed. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the steps for the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR20.html b/wcag21/techniques/client-side-script/SCR20.html new file mode 100644 index 0000000..36f21e8 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR20.html @@ -0,0 +1,280 @@ + + + + + SCR20: Using both keyboard and other device-specific functions + + + + + + + +

Using both keyboard and other device-specific functions

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all content that uses Script to implement functionality.

+

This technique relates to Success Criterion 2.1.1: Keyboard (Sufficient as a way to meet G90: Providing keyboard-triggered event handlers). +

+
+
+

Description

+

+ The objective of this technique is to illustrate the use of both keyboard-specific + and mouse-specific events with code that has a scripting function associated with + an event. Using both keyboard-specific and mouse-specific events together ensures + that content can be operated by a wide range of devices. For example, a script may + perform the same action when a keypress is detected that is performed when a mouse + button is clicked. This technique goes beyond the Success Criterion requirement for + keyboard access by including not only keyboard access but access using other devices + as well. + +

+

+ In JavaScript, commonly used event handlers include, onblur, onchange, onclick, ondblclick, + onfocus, onkeydown, onkeypress, onkeyup, onload, onmousedown, onmousemove, onmouseout, + onmouseover, onmouseup, onreset, onselect, onsubmit, onunload. Some mouse-specific + functions have a logical corresponding keyboard-specific function (such as 'onmouseover' + and 'onfocus'). A keyboard event handler should be provided that executes the same + function as the mouse event handler. + +

+

+ The following table suggests keyboard event handlers to pair mouse event handlers. + +

+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
Device Handler Correspondences
Use......with
+ mousedown + + + keydown + +
+ mouseup + + + keyup + +
+ click + + [1] + + + keypress + + [2] + +
+ mouseover + + + focus + +
+ mouseout + + + blur + +
+

+ 1 Although click is in principle a mouse event handler, most HTML and XHTML user agents + also process this event when a native HTML control (e.g. a button or a link) is activated, + regardless of whether it was activated with the mouse or the keyboard. In practice, + therefore, it is not necessary to duplicate this event when adding handlers to natively + focusable HTML elements. However, it is necessary when adding handlers to other events, + such as in Example 2 below. +

+

+ 2 Since the keypress event handler reacts to any key, the event handler function should + check first to ensure the Enter key was pressed before proceeding to handle the event. + Otherwise, the event handler will run each time the user presses any key, even the + tab key to leave the control, and this is usually not desirable. + +

+

+ Some mouse-specific functions (such as dblclick and mousemove) do not have a corresponding + keyboard-specific function. This means that some functions may need to be implemented + differently for each device (for example, including a series of buttons to execute, + via keyboard, the equivalent mouse-specific functions implemented). +

+
+
+

Examples

+
+

Example 1

+

In this example of an image link, the image is changed when the user positions the + pointer over the image. To provide keyboard users with a similar experience, the image + is also changed when the user tabs to it. + + 

+<a href="menu.php" onmouseover="swapImageOn('menu')" onfocus="swapImageOn('menu')" 
+onmouseout="swapImageOff('menu')" onblur="swapImageOff('menu')"> 
+<img id="menu" src="menu_off.gif" alt="Menu" /> 
+</a>
+
+

Example 2

+

+ This example shows a custom image control for which both the mouse and the + keyboard can be used to activate the function. The mouse event onclick is duplicated + by an appropriate keyboard event onkeypress. The tabindex attribute ensures that the + keyboard will have a tab stop on the image. Note that in this example, the nextPage() + function should check that the keyboard key pressed was Enter, otherwise it will respond + to all keyboard actions while the image has focus, which is not the desired behavior. + 

+<img onclick="nextPage();" onkeypress="nextPage();" tabindex="0" src="arrow.gif" 
+alt="Go to next page">
+
Note
+
+ +

This example uses tabindex on an img element. Even though this is currently invalid, + it is provided as a transitional technique to make this function work. Custom controls + like this should also use WAI-ARIA to expose the role and state of the control. +

+ +
+
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. + Find all interactive functionality + +
    2. + +
  2. + Check that all interactive functionality can be accessed using the keyboard alone + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • + #2 is true + +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR21.html b/wcag21/techniques/client-side-script/SCR21.html new file mode 100644 index 0000000..573d571 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR21.html @@ -0,0 +1,292 @@ + + + + + SCR21: Using functions of the Document Object Model (DOM) to add content to a page + + + + + + + +

Using functions of the Document Object Model (DOM) to add content to a page

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

ECMAScript used inside HTML and XHTML

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to demonstrate how to use functions of the Document + Object Model (DOM) to add content to a page instead of using document.write or object.innerHTML. + The document.write() method does not work with XHTML when served with the correct + MIME type (application/xhtml+xml), and the innerHTML property is not part of the DOM + specification and thus should be avoided. If the DOM functions are used to add the + content, user agents can access the DOM to retrieve the content. The createElement() + function can be used to create elements within the DOM. The createTextNode() is used + to create text associated with elements. The appendChild(), removeChild(), insertBefore() + and replaceChild() functions are used to add and remove elements and nodes. Other + DOM functions are used to assign attributes to the created elements. +

+
+
Note
+
+ +

When adding focusable elements into the document, do not add tabindex attributes to + explicitly set the tab order as this can cause problems when adding focusable elements + into the middle of a document. Let the default tab order be assigned to the new element + by not explicitly setting a tabindex attribute. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

This example demonstrates use of client-side scripting to validate a form. If errors + are found appropriate error messages are displayed. The example uses the DOM functions + to add error notification consisting of a title, a short paragraph explaining that + an error has occurred, and a list of errors in an ordered list. The content of the + title is written as a link so that it can be used to draw the user's attention to + the error using the focus method. Each item in the list is also written as a link + that places the focus onto the form field in error when the link is followed. +

+

For simplicity, the example just validates two text fields, but can easily be extended + to become a generic form handler. Client-side validation should not be the sole means + of validation , and should be backed up with server-side validation. The benefit of + client-side validation is that you can provide immediate feedback to the user to save + them waiting for the errors to come back from the server, and it helps reduce unnecessary + traffic to the server. +

+

Here is the script that adds the event handlers to the form. If scripting is enabled, + the validateNumbers() function will be called to perform client-side validation before + the form is submitted to the server. If scripting is not enabled, the form will be + immediately submitted to the server, so validation should also be implemented on the + server. + + 

+window.onload = initialise;
+function initialise()
+{
+  // Ensure we're working with a relatively standards compliant user agent
+  if (!document.getElementById || !document.createElement || !document.createTextNode)
+    return;
+
+  // Add an event handler for the number form
+  var objForm = document.getElementById('numberform');
+  objForm.onsubmit= function(){return validateNumbers(this);};
+}
+

Here is the validation function. Note the use of the createElement(), createTextNode(), + and appendChild() DOM functions to create the error message elements. + 

+function validateNumbers(objForm)
+{
+  // Test whether fields are valid
+  var bFirst = isNumber(document.getElementById('num1').value);
+  var bSecond = isNumber(document.getElementById('num2').value);
+  // If not valid, display errors
+  if (!bFirst || !bSecond)
+  {
+    var objExisting = document.getElementById('validationerrors');
+    var objNew = document.createElement('div');
+    var objTitle = document.createElement('h2');
+    var objParagraph = document.createElement('p');
+    var objList = document.createElement('ol');
+    var objAnchor = document.createElement('a');
+    var strID = 'firsterror';
+    var strError;
+    // The heading element will contain a link so that screen readers
+    // can use it to place focus - the destination for the link is 
+    // the first error contained in a list
+    objAnchor.appendChild(document.createTextNode('Errors in Submission'));
+    objAnchor.setAttribute('href', '#firsterror');
+    objTitle.appendChild(objAnchor);
+    objParagraph.appendChild(document.createTextNode('Please review the following'));
+    objNew.setAttribute('id', 'validationerrors');
+    objNew.appendChild(objTitle);
+    objNew.appendChild(objParagraph);
+    // Add each error found to the list of errors
+    if (!bFirst)
+    {
+      strError = 'Please provide a numeric value for the first number';
+      objList.appendChild(addError(strError, '#num1', objForm, strID));
+      strID = '';
+    }
+    if (!bSecond)
+    {
+      strError = 'Please provide a numeric value for the second number';
+      objList.appendChild(addError(strError, '#num2', objForm, strID));
+      strID = '';
+    }
+    // Add the list to the error information
+    objNew.appendChild(objList);
+    // If there were existing errors, replace them with the new lot,
+    // otherwise add the new errors to the start of the form
+    if (objExisting)
+      objExisting.parentNode.replaceChild(objNew, objExisting);
+    else
+    {
+      var objPosition = objForm.firstChild;
+      objForm.insertBefore(objNew, objPosition);
+    }
+    // Place focus on the anchor in the heading to alert
+    // screen readers that the submission is in error
+    objAnchor.focus();
+    // Do not submit the form
+    objForm.submitAllowed = false;
+    return false;
+  }
+  return true;
+}
+
+// Function to validate a number
+function isNumber(strValue)
+{
+  return (!isNaN(strValue) && strValue.replace(/^\s+|\s+$/, '') !== '');
+} 
+

Below are the helper functions to create the error message and to set focus to the + associated form field. + 

+// Function to create a list item containing a link describing the error
+// that points to the appropriate form field
+function addError(strError, strFragment, objForm, strID)
+{
+  var objAnchor = document.createElement('a');
+  var objListItem = document.createElement('li');
+  objAnchor.appendChild(document.createTextNode(strError));
+  objAnchor.setAttribute('href', strFragment);
+  objAnchor.onclick = function(event){return focusFormField(this, event, objForm);};
+  objAnchor.onkeypress = function(event){return focusFormField(this, event, objForm);};
+  // If strID has a value, this is the first error in the list
+  if (strID.length > 0)
+    objAnchor.setAttribute('id', strID);
+  objListItem.appendChild(objAnchor);
+  return objListItem;
+}
+
+// Function to place focus to the form field in error
+function focusFormField(objAnchor, objEvent, objForm)
+{
+  // Allow keyboard navigation over links
+  if (objEvent && objEvent.type == 'keypress')
+    if (objEvent.keyCode != 13 && objEvent.keyCode != 32)
+      return true;
+  // set focus to the form control
+  var strFormField = objAnchor.href.match(/[^#]\w*$/);
+  objForm[strFormField].focus();
+  return false;
+}

Here is the HTML for the example form.

+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01//EN" "https://www.w3.org/TR/html4/strict.dtd">
+<html>
+<head>
+	<title>ECMAScript Form Validation</title>
+	<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+	<script type="text/javascript" src="validate.js"></script>
+</head>
+<body>
+<h1>Form Validation</h1>
+<form id="numberform" method="post" action="form.php">
+<fieldset>
+<legend>Numeric Fields</legend>
+<p>
+<label for="num1">Enter first number</label>
+<input type="text" size="20" name="num1" id="num1">
+</p>
+<p>
+<label for="num2">Enter second number</label>
+<input type="text" size="20" name="num2" id="num2">
+</p>
+</fieldset>
+<p>
+<input type="submit" name="submit" value="Submit Form">
+</p>
+</form>
+</body>
+</html>
+

This example is limited to client-side scripting, and should be backed up with server-side + validation. The example is limited to the creation of error messages when client-side + scripting is available. + +

+

Here is a link to a working example: Form Validation + +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +

For pages that dynamically create new content:

+ +
    + +
  1. Examine the source code and check that the new content is not created using document.write(), + innerHTML, outerHTML, innerText or outerText. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR22.html b/wcag21/techniques/client-side-script/SCR22.html new file mode 100644 index 0000000..caf9cc4 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR22.html @@ -0,0 +1,123 @@ + + + + + SCR22: Using scripts to control blinking and stop it in five seconds or less + + + + + + + +

Using scripts to control blinking and stop it in five seconds or less

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support script-controlled blinking of content.

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Sufficient). +

+
+
+

Description

+

The objective of this technique is to control blinking with script so it can be set + to stop in less than five seconds by the script. Script is used to start the blinking + effect of content, control the toggle between visible and hidden states, and also + stop the effect at five seconds or less. The setTimeout() function can be used to + toggle blinking content between visible and hidden states, and stop when the number + of iterations by the time between them adds up to nearly five seconds. +

+
+
+

Examples

+
+

Example 1

+

This example uses JavaScript to control blinking of some HTML and XHTML content. JavaScript + creates the blinking effect by changing the visibility status of the content. It controls + the start of the effect and stops it within five seconds. + 

+...
+<div id="blink1" class="highlight">New item!</div>
+<script type="text/javascript">
+<!--
+// blink "on" state
+function show()
+{
+	if (document.getElementById)
+	document.getElementById("blink1").style.visibility = "visible";
+}
+// blink "off" state
+function hide()
+{
+	if (document.getElementById)
+	document.getElementById("blink1").style.visibility = "hidden";
+}
+// toggle "on" and "off" states every 450 ms to achieve a blink effect
+// end after 4500 ms (less than five seconds)
+for(var i=900; i < 4500; i=i+900)
+{
+	setTimeout("hide()",i);
+	setTimeout("show()",i+450);
+}
+-->
+</script>
+...
+

Working example of this code: Using script to control blinking. +

+
+
+
+

Tests

+
+

Procedure

+ +

For each instance of blinking content:

+ +
    + +
  1. Start a timer for 5 seconds at the start of the blink effect.
    2. + +
  2. When the timer expires, determine if the blinking has stopped.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • For each instance of blinking content, #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR24.html b/wcag21/techniques/client-side-script/SCR24.html new file mode 100644 index 0000000..16d52d6 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR24.html @@ -0,0 +1,186 @@ + + + + + SCR24: Using progressive enhancement to open new windows on user request + + + + + + + +

Using progressive enhancement to open new windows on user request

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML 4.01 and XHTML 1.0

+

This technique relates to Success Criterion 3.2.5: Change on Request (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to avoid confusion that may be caused by + the appearance of new windows that were not requested by the user. Suddenly + opening new windows can disorient or be missed completely by some users. + If the document type does not allow the target attribute (it + does not exist in HTML 4.01 Strict or XHTML 1.0 Strict) or if the developer + prefers not to use it, new windows can be opened with ECMAScript. The + example below demonstrates how to open new windows with script: it adds an + event handler to a link (a element) and warns the user that the + content will open in a new window. +

+
+
+

Examples

+
+

Example 1

+

Markup:

+

The script is included in the head of the document, and the link has + an id that can be used as a hook by the script. + 

+<script type="text/javascript" src="popup.js"></script>
+…
+<a href="help.html" id="newwin">Show Help</a>

Script:

 
+// Use traditional event model whilst support for event registration
+// amongst browsers is poor.
+window.onload = addHandlers;
+
+function addHandlers()
+{
+  var objAnchor = document.getElementById('newwin');
+
+  if (objAnchor)
+  {
+    objAnchor.firstChild.data = objAnchor.firstChild.data + ' (opens in a new window)';
+    objAnchor.onclick = function(event){return launchWindow(this, event);}
+    // UAAG requires that user agents handle events in a device-independent manner
+    // but only some browsers do this, so add keyboard event to be sure
+    objAnchor.onkeypress = function(event){return launchWindow(this, event);}
+  }
+}
+
+function launchWindow(objAnchor, objEvent)
+{
+  var iKeyCode, bSuccess=false;
+
+  // If the event is from a keyboard, we only want to open the
+  // new window if the user requested the link (return or space)
+  if (objEvent && objEvent.type == 'keypress')
+  {
+    if (objEvent.keyCode)
+      iKeyCode = objEvent.keyCode;
+    else if (objEvent.which)
+      iKeyCode = objEvent.which;
+
+    // If not carriage return or space, return true so that the user agent
+    // continues to process the action
+    if (iKeyCode != 13 && iKeyCode != 32)
+      return true;
+  }
+
+  bSuccess = window.open(objAnchor.href);
+
+  // If the window did not open, allow the browser to continue the default
+  // action of opening in the same window
+  if (!bSuccess)
+    return true;
+
+  // The window was opened, so stop the browser processing further
+  return false;
+}
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Activate each link in the document to check if it opens a new window.
    2. + +
  2. + +

    For each link that opens a new window, check that it uses script to accomplish each + of the following: +

    + +
      + +
    1. indicates that the link will open in a new window,
      2. + +
    2. uses device-independent event handlers, and
      3. + +
    3. allows the browser to open the content in the same window if a new window was not + opened. +
      4. + +
    + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR26.html b/wcag21/techniques/client-side-script/SCR26.html new file mode 100644 index 0000000..45200db --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR26.html @@ -0,0 +1,135 @@ + + + + + SCR26: Inserting dynamic content into the Document Object Model immediately following its + trigger element + + + + + + + + +

Inserting dynamic content into the Document Object Model immediately following its + trigger element +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML, script

+

This technique relates to Success Criterion 2.4.3: Focus Order (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to place inserted user interface elements into + the Document Object Model (DOM) in such a way that the tab order and screen-reader + reading order are set correctly by the default behavior of the user agent. This technique + can be used for any user interface element that is hidden and shown, such as menus + and dialogs. +

+

The reading order in a screen-reader is based on the order of the HTML or XHTML elements + in the Document Object Model, as is the default tab order. This technique inserts + new content into the DOM immediately following the element that was activated to trigger + the script. The triggering element must be a link or a button, and the script must + be called from its onclick event. These elements are natively focusable, and their + onclick event is device independent. Focus remains on the activated element and the + new content, inserted after it, becomes the next thing in both the tab order and screen-reader + reading order. +

+

Note that this technique works for synchronous updates. For asynchronous updates (sometimes + called AJAX), an additional technique is needed to inform the assistive technology + that the asynchronous content has been inserted. +

+
+
+

Examples

+
+

Example 1

+

This example creates a menu when a link is clicked and inserts it after the link. + The onclick event of the link is used to call the ShowHide script, passing in an ID + for the new menu as a parameter. + 

<a href="#" onclick="ShowHide('foo',this)">Toggle</a>

The ShowHide script creates a div containing the new menu, and inserts a link into + it. The last line is the core of the script. It finds the parent of the element that + triggered the script, and appends the div it created as a new child to it. This causes + the new div to be in the DOM after the link. When the user hits tab, the focus will + go to the first focusable item in the menu, the link we created. + 

function ShowHide(id,src)
+{
+	var el = document.getElementById(id);
+	if (!el)
+	{
+		el = document.createElement("div");
+		el.id = id;
+		var link = document.createElement("a");
+		link.href = "javascript:void(0)";
+		link.appendChild(document.createTextNode("Content"));
+		el.appendChild(link);
+		src.parentElement.appendChild(el);
+	}
+	else
+	{
+		el.style.display = ('none' == el.style.display ? 'block' : 'none');
+	}
+}

CSS is used to make the div and link look like a menu.

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Find all areas of the page that trigger dialogs that are not pop-up windows.
    2. + +
  2. Check that the dialogs are triggered from the click event of a button or a link.
    3. + +
  3. Using a tool that allows you to inspect the DOM generated by script, check that the + dialog is next in the DOM. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR27.html b/wcag21/techniques/client-side-script/SCR27.html new file mode 100644 index 0000000..370f046 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR27.html @@ -0,0 +1,196 @@ + + + + + SCR27: Reordering page sections using the Document Object Model + + + + + + + +

Reordering page sections using the Document Object Model

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML, script

+

This technique relates to Success Criterion 2.4.3: Focus Order (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to provide a mechanism for re-ordering component + which is both highly usable and accessible. The two most common mechanisms for reordering + are to send users to a set-up page where they can number components, or to allow them + to drag and drop components to the desired location. The drag and drop method is much + more usable, as it allows the user to arrange the items in place, one at a time, and + get a feeling for the results. Unfortunately, drag and drop relies on the use of a + mouse. This technique allows users to interact with a menu on the components to reorder + them in place in a device independent way. It can be used in place of, or in conjunction + with drag and drop reordering functionality. +

+

The menu is a list of links using the device-independent onclick event to trigger + scripts which re-order the content. The content is re-ordered in the Document Object + Model (DOM), not just visually, so that it is in the correct order for all devices. + +

+
+
+

Examples

+
+

Example 1

+

This example does up and down reordering. This approach can also be used for two-dimensional + reordering by adding left and right options. +

+

The components in this example are list items in an unordered list. Unordered lists + are a very good semantic model for sets of similar items, like these components. The + menu approach can also be used for other types of groupings. +

+

The modules are list items, and each module, in addition to content in div elements, + contains a menu represented as a nested list. + 

<ul id="swapper">
+    <li id="black">
+        <div class="module">
+            <div class="module_header">
+                <!-- menu link -->
+                <a href="#" onclick="ToggleMenu(event);">menu</a>
+                <!-- menu -->
+                <ul class="menu">
+                    <li><a href="#" onclick="OnMenuClick(event)" 
+                        onkeypress="OnMenuKeypress(event);">up</a></li>
+                    <li><a href="#" onclick="OnMenuClick(event)" 
+                        onkeypress="OnMenuKeypress(event);">down</a></li>
+                </ul>
+            </div>
+            <div class="module_body">
+                Text in the black module
+            </div>
+        </div>
+    </li>
+    ...
+</ul>

Since we've covered the showing and hiding of menus in the simple tree samples, we'll + focus here just on the code that swaps the modules. Once we harmonize the events and + cancel the default link action, we go to work. First, we set a bunch of local variables + for the elements with which we'll be working: the menu, the module to be reordered, + the menuLink. Then, after checking the reorder direction, we try to grab the node + to swap. If we find one, we then call swapNode() to swap our two modules, and PositionElement() + to move the absolutely-positioned menu along with the module, and then set focus back + on the menu item which launched the whole thing. + 

function MoveNode(evt,dir)
+{
+    HarmonizeEvent(evt);
+    evt.preventDefault();
+
+    var src = evt.target;
+    var menu = src.parentNode.parentNode;
+    var module = menu.parentNode.parentNode.parentNode;
+    var menuLink = module.getElementsByTagName("a")[0];
+    var swap = null;
+    
+    switch(dir)
+    {
+        case 'up':
+        {
+            swap = module.previousSibling;
+            while (swap && swap.nodeType != 1)
+            {
+                swap = swap.previousSibling;
+            }
+            break;
+        }
+        case 'down':
+        {
+            swap = module.nextSibling;
+            while (swap && swap.nodeType != 1)
+            {
+                swap = swap.nextSibling;
+            }
+            break;
+        }
+    }
+    if (swap && swap.tagName == node.tagName)
+    {
+        module.swapNode(swap);
+        PositionElement(menu,menuLink,false,true);
+    }
+    src.focus();
+}

The CSS for the node swap is not much different than that of our previous tree samples, + with some size and color adjustment for the modules and the small menu. + 

ul#swapper { margin:0px; padding:0px; list-item-style:none; }
+ul#swapper li { padding:0; margin:1em; list-style:none; height:5em; width:15em; 
+    border:1px solid black; }
+ul#swapper li a { color:white; text-decoration:none; font-size:90%; }
+
+ul#swapper li div.module_header { text-align:right; padding:0 0.2em; }
+ul#swapper li div.module_body { padding:0.2em; }
+
+ul#swapper ul.menu { padding:0; margin:0; list-style:none; background-color:#eeeeee; 
+    height:auto; position:absolute; text-align:left; border:1px solid gray; display:none; }
+ul#swapper ul.menu li { height:auto; border:none; margin:0; text-align:left; 
+    font-weight:normal; width:5em; }
+ul#swapper ul.menu li a { text-decoration:none; color:black; padding:0 0.1em; 
+    display:block; width:100%; }
+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Find all components in the Web Unit which can be reordered via drag and drop.
    2. + +
  2. Check that there is also a mechanism to reorder them using menus build of lists of + links. +
    3. + +
  3. Check that the menus are contained within the reorderable items in the DOM.
    4. + +
  4. Check that scripts for reordering are triggered only from the onclick event of links.
    5. + +
  5. Check that items are reordered in the DOM, not only visually.
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 through #5 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR28.html b/wcag21/techniques/client-side-script/SCR28.html new file mode 100644 index 0000000..046e51a --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR28.html @@ -0,0 +1,193 @@ + + + + + SCR28: Using an expandable and collapsible menu to bypass block of content + + + + + + + +

Using an expandable and collapsible menu to bypass block of content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that provide client side scripting.

+

This technique relates to Success Criterion 2.4.1: Bypass Blocks (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

This technique allows users to skip repeated material by placing that material in + a menu that can be expanded or collapsed under user control. The user can skip the + repeated material by collapsing the menu. The user invokes a user interface control + to hide or remove the elements of the menu. The resources section lists several techniques + for menus, toolbars and trees, any of which can be used to provide a mechanism for + skipping navigation. +

+
+
Note
+
+ +

Similiar approaches can be implemented using server-side scripting and reloading a + modified version of the Web page. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

The navigation links at top of a Web page are all entries in a menu implemented using + HTML, CSS, and Javascript. When the navigation bar is expanded, the navigation links + are available to the user. When the navigation bar is collapsed, the links are not + available. + 

+...
+
+  <script type="text/javascript">
+  function toggle(id){
+    var n = document.getElementById(id);
+    n.style.display =  (n.style.display != 'none' ? 'none' : '' );
+  }
+  </script>
+
+...
+
+  <a href="#" onclick="toggle('navbar')">Toggle Navigation Bar</a>
+
+  <ul id="navbar">
+  <li><a href="http://target1.html">Link 1</a></li>
+  <li><a href="http://target2.html">Link 2</a></li>
+  <li><a href="http://target3.html">Link 3</a></li>
+  <li><a href="http://target4.html">Link 4</a></li>
+  </ul>
+
+...
+

Working example of this code: Toggle navigation bar with a link. +

+
+
+

Example 2

+

The table of contents for a set of Web pages is repeated near the beginning of each + Web page. A button at the beginning of the table of contents lets the user remove + or restore it on the page. + 

+...
+
+   <script type="text/javascript">
+  function toggle(id){
+    var n = document.getElementById(id);
+    n.style.display =  (n.style.display != 'none' ? 'none' : '' );
+  }
+  </script>
+
+  ...
+
+  <button onclick="return toggle('toc');">Toggle Table of Contents</button>
+  <div id="toc">
+    ...
+  </div>
+
+...
+

Working example of this code: Toggle table of contents with a button. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that some user interface control allows the repeated content to be expanded + or collapsed. +
    2. + +
  2. Check that when the content is expanded, it is included in the programmatically determined + content at a logical place in the reading order. +
    3. + +
  3. Check that when the content is collapsed, it is not part of the programmatically determined + content. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR29.html b/wcag21/techniques/client-side-script/SCR29.html new file mode 100644 index 0000000..d3f6ec0 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR29.html @@ -0,0 +1,226 @@ + + + + + SCR29: Adding keyboard-accessible actions to static HTML elements + + + + + + + +

Adding keyboard-accessible actions to static HTML elements

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML, Script

+

This technique relates to Success Criterion 2.1.1: Keyboard (Advisory). +

+
+
+

Description

+

The objective of this technique is to demonstrate how to provide keyboard access to + a user interface control that is implemented by actions to static HTML elements such + as div or span. This technique ensures that the element is focusable by setting the + tabindex attribute, and it ensures that the action can be triggered from the keyboard + by providing an onkeyup or onkeypress handler in addition to an onclick handler. +

+

When the tabindex attribute has the value 0, the element can be focused via the keyboard + and is included in the tab order of the document. When the tabindex attribute has + the value -1, the element cannot be tabbed to, but focus can be set programmatically, + using element.focus(). +

+

Because static HTML elements do not have actions associated with them, it is not possible + to provide a backup implementation or explanation in environments in which scripting + is not available. This technique should only be used in environments in which client-side + scripting can be relied upon. +

+
+
Note
+
+ +

Such user interface controls must still satisfy Success Criterion 4.1.2. Applying + this technique without also providing role, name, and state information about the + user interface control will results in Failure F59, Failure of Success Criterion 4.1.2 + due to using script to make div or span a user interface control in HTML. +

+ +
+
+
+
+

Examples

+
+

Example 1: Adding a JavaScript action to a div element

+

The div element on the page is given a unique id attribute and a tabindex attribute + with value 0. A script uses the Document Object Model (DOM) to find the div element + by its id and add the onclick handler and the onkeyup handler. The onkeyup handler + will invoke the action when the Enter key is pressed. Note that the div element must + be loaded into the DOM before it can be found and modified. This is usually accomplished + by calling the script from the onload event of the body element. The script to add + the event handlers will only execute if the user agent supports and has JavaScript + enabled. + 

+...
+<script type="text/javascript">
+ // this is the function to perform the action. This simple example toggles a message.
+ function doSomething(event) {
+   var msg=document.getElementById("message");
+   msg.style.display = msg.style.display=="none" ? "" : "none";
+   //return false from the function to make certain that the href of the link does not get invoked
+   return false;
+ }
+ // this is the function to perform the action when the Enter key has been pressed.  
+ function doSomethingOnEnter(event) {
+   var key = 0;
+   // Determine the key pressed, depending on whether window.event or the event object is in use
+   if (window.event) {
+     key = window.event.keyCode;
+   } else if (event) {
+     key = event.keyCode;
+   }
+   // Was the Enter or Space key pressed?
+   if (key == 13 || key == 32) {
+     return doSomething(event);
+   } 
+   // The event has not been handled, so return true
+   return true;
+ }
+ // This setUpActions() function must be called to set the onclick and onkeyup event handlers onto the existing 
+ // div element. This function must be called after the div element with id="active" has been loaded into the DOM.
+ // In this example the setUpActions() function is called from the onload event for the body element.
+ function setUpActions() {
+   // get the div object
+   var active=document.getElementById("active");
+   // assign the onclick handler to the object.
+   active.onclick=doSomething;
+   // assign the onkeyup handler to the object.
+   active.onkeyup=doSomethingOnEnter;
+ }
+ </script>
+
+ <body onload="setUpActions();">
+ <p>Here is the link to modify with a javascript action:</p>
+ <div>
+  <span id="active" tabindex="0" role="button" >Do Something</span>
+ </div>
+ <div aria-live="polite">
+ <div id="message">Hello, world!</div>
+ </div>
+...
+

Working example of this code: Creating Divs with Actions using JavaScript. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

In a user agent that supports Scripting:

+ +
    + +
  1. Click on the control with the mouse
    2. + +
  2. Check that the scripting action executes properly
    3. + +
  3. Check that it is possible to navigate to and give focus to the control via the keyboard
    4. + +
  4. Set keyboard focus to the control
    5. + +
  5. Check that pressing ENTER or SPACE invokes the scripting action.
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the checks are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR30.html b/wcag21/techniques/client-side-script/SCR30.html new file mode 100644 index 0000000..9f13ff9 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR30.html @@ -0,0 +1,200 @@ + + + + + SCR30: Using scripts to change the link text + + + + + + + +

Using scripts to change the link text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Client-side scripting used with HTML and XHTML

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to allow users to choose to have additional information + added to the text of links so that the links can be understood out of context. +

+

Some users prefer to have links that are self-contained, where there is no need to + explore the context of the link. Other users find including the context information + in each link to be repetitive and to reduce their ability to use a site. Among users + of assistive technology, the feedback to the working group on which is preferable + has been divided. This technique allows users to pick the approach that works best + for them. +

+

A link is provided near the beginning of the page that will expand the link text of + the links on the page so that no additional context is needed to understand the purpose + of any link. It must always be possible to understand the purpose of the expansion + link directly from its link text. +

+

This technique expands the links only for the current page view. It is also possible, + and in some cases would be advisable, to save this preference in a cookie or server-side + user profile, so that users would only have to make the selection once per site. +

+
+
+

Examples

+
+

Example 1

+

This example uses Javascript to add contextual information directly to the text of + a link. The link class is used to determine which additional text to add. When the + "Expand Links" link is activated, each link on the page is tested to see whether additional + text should be added. + 

+...
+<script type="text/javascript">
+var expanded = false;
+var linkContext = {
+	"hist":" version of The History of the Web",
+	"cook":" version of Cooking for Nerds"
+};
+
+function doExpand() {
+	var links = document.links;
+	
+	for (var i=0; i<links.length; i++) {
+		var link = links[i];
+		var cn = link.className;
+		if (linkContext[cn]) {
+			span = link.appendChild(document.createElement("span"));
+			span.setAttribute("class", "linkexpansion");
+			span.appendChild(document.createTextNode(linkContext[cn]));
+		}
+	}
+	objUpdate = document.getElementById('expand');
+	if (objUpdate)
+	{
+		objUpdate.childNodes[0].nodeValue = "Collapse links";
+	}
+	expanded = true;
+}
+
+function doCollapse() {
+	objUpdate = document.getElementById('expand');
+	var spans = document.getElementsByTagName("span");
+	var span;
+
+	// go backwards through the set as removing from the front changes indices
+	// and messes up the process
+	for (i = spans.length - 1; i >= 0; i--) {
+		span = spans[i];
+		if (span.getAttribute("class") == "linkexpansion")
+			span.parentNode.removeChild(span);
+	}
+	if (objUpdate)
+	{
+		objUpdate.childNodes[0].nodeValue = "Expand links";
+	}
+	expanded = false;
+}
+
+function toggle() {
+	if (expanded) doCollapse();
+	else doExpand();
+}
+</script>
+
+...
+
+<h1>Books for download</h1>
+<p><button id="expand" onclick="toggle();">Expand Links</button></p>
+<ul>
+	<li>The History of the Web: <a href="history.docx" class="hist">Word</a>, <a href="history.pdf" class="hist">PDF</a>, <a href="history.html" class="hist">HTML</a> </li>
+
+	<li>Cooking for Nerds: <a href="history.docx" class="cook">Word</a>, <a href="history.pdf" class="cook">PDF</a>, <a href="history.html" class="cook">HTML</a> </li>
+</ul>
+
+...
+

Working example of this code: Providing link expansions on demand. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a link near the beginning of the page to expand links
    2. + +
  2. Check that the link identified in step 1 can be identified from link text alone
    3. + +
  3. Find any links on the page that cannot be identified from link text alone
    4. + +
  4. Activate the control identified in step 1
    5. + +
  5. Check that the purpose of the links identified in step 3 can now be identified from + link text alone +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1, #2, and #5 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR31.html b/wcag21/techniques/client-side-script/SCR31.html new file mode 100644 index 0000000..2057bef --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR31.html @@ -0,0 +1,115 @@ + + + + + SCR31: Using script to change the background color or border of the element with focus + + + + + + + +

Using script to change the background color or border of the element with focus

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML, CSS, Script

+

This technique relates to Success Criterion 2.4.7: Focus Visible (Sufficient). +

+
+
+

Description

+

This purpose of this technique is to allow the author to use JavaScript to apply CSS, + in order to make the focus indicator more visible than it would ordinarily be. When + an element receives focus, the background color or border is changed to make it visually + distinct. When the element loses focus, it returns to its normal styling. This technique + can be used on any HTML user agent that supports Script and CSS, regardless of whether + it supports the :focus pseudoclass. +

+
+
+

Examples

+
+

Example 1

+

In this example, when the link receives focus, its background turns yellow. When it + loses focus, the yellow is removed. Note that if the link had a background color to + begin with, you would use that color rather than "" in the script. + 

+...
+<script>
+ function toggleFocus(el)
+ {
+  el.style.backgroundColor =  el.style.backgroundColor=="yellow" ? "inherit" : "yellow";
+ }
+</script>
+
+...
+
+<a href="example.html" onfocus="toggleFocus(this)" onblur="toggleFocus(this)">focus me</a>
+...
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Tab to each element in the page
    2. + +
  2. Check that the focus indicator is visible
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Step #2 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR32.html b/wcag21/techniques/client-side-script/SCR32.html new file mode 100644 index 0000000..83cf85e --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR32.html @@ -0,0 +1,516 @@ + + + + + SCR32: Providing client-side validation and adding error text via the DOM + + + + + + + +

Providing client-side validation and adding error text via the DOM

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Script used with HTML or XHTML.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to demonstrate the display of an error message + when client side validation of a form field has failed. Anchor elements are used to + display the error messages in a list and are inserted above the fields to be validated. + Anchor elements are used in the error messages so that focus can be placed on the + error message(s), drawing the user's attention to it. The href of the anchor elements contain an in-page link which references the fields where + error(s) have been found. +

+

In a deployed application, if Javascript is turned off, client side validation will + not occur. Therefore, this technique would only be sufficient in situations where + scripting is relied upon for conformance or when server side validation techniques + are also used to catch any errors and return the page with information about the fields + with errors. +

+
+
+

Examples

+
+

Example 1

+

This example validates required fields as well as fields where a specific format is + required. When an error is identified, the script inserts a list of error messages + into the DOM and moves focus to them. +

+
+ + +
Figure 1Screenshot showing the error messages for several fields that were not filled out + correctly. Error messages appear as a list of links near the top of the form. +
+ +
+

+ HTML and Javascript code + +

+

Here is the HTML for the example form: 

+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01//EN" "https://www.w3.org/TR/html4/strict.dtd">
+<html>
+    <head>
+        <title>Form Validation</title>
+        <meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
+        <link href="css/validate.css" rel="stylesheet" type="text/css"/>
+        <script type="text/javascript" src="scripts/validate.js"/>
+    </head>
+    <body>
+
+        <h1>Form Validation</h1>
+
+        <p>The following form is validated before being submitted if scripting is available,
+            otherwise the form is validated on the server. All fields are required, except those
+            marked optional. If errors are found in the submission, the form is cancelled and 
+            a list of errors is displayed at the top of the form.</p>
+
+        <p> Please enter your details below. </p>
+
+        <h2>Validating Form</h2>
+
+        <form id="personalform" method="post" action="index.php">
+            <div class="validationerrors"/>
+            <fieldset>
+                <legend>Personal Details</legend>
+                <p>
+                    <label for="forename">Please enter your forename</label>
+                    <input type="text" size="20" name="forename" id="forename" class="string"
+                        value=""/>
+                </p>
+                <p>
+                    <label for="age">Please enter your age</label>
+                    <input type="text" size="20" name="age" id="age" class="number" value=""/>
+                </p>
+                <p>
+                    <label for="email">Please enter your email address</label>
+                    <input type="text" size="20" name="email" id="email" class="email" value=""/>
+                </p>
+            </fieldset>
+            <p>
+                <input type="submit" name="signup" value="Sign up"/>
+            </p>
+        </form>
+        <h2>Second Form</h2>
+        <form id="secondform" method="post" action="index.php#focuspoint">
+            <div class="validationerrors"/>
+            <fieldset>
+                <legend>Second Form Details</legend>
+                <p>
+                    <label for="suggestion">Enter a suggestion</label>
+                    <input type="text" size="20" name="suggestion" id="suggestion" 
+                      class="string" value=""/>
+                </p>
+                <p>
+                    <label for="optemail">Please enter your email address (optional)</label>
+                    <input type="text" size="20" name="optemail" id="optemail"
+                        class="optional email" value=""/>
+                </p>
+                <p>
+                    <label for="rating">Please rate this suggestion</label>
+                    <input type="text" size="20" name="rating" id="rating" 
+                      class="number" value=""/>
+                </p>
+                <p>
+                    <label for="jibberish">Enter some jibberish (optional)</label>
+                    <input type="text" size="20" name="jibberish" id="jibberish" value=""/>
+                </p>
+
+            </fieldset>
+            <p>
+                <input type="submit" name="submit" value="Add Suggestion"/>
+            </p>
+        </form>
+    </body>
+</html>

Here is the Javascript which performs the validation and inserts the error messages: + + 

+window.onload = initialise;
+
+function initialise()
+{
+   var objForms = document.getElementsByTagName('form');
+   var iCounter;
+
+   // Attach an event handler for each form
+   for (iCounter=0; iCounter<objForms.length; iCounter++)
+   {
+      objForms[iCounter].onsubmit = function(){return validateForm(this);};
+   }
+}
+
+
+// Event handler for the form
+function validateForm(objForm)
+{
+   var arClass = [];
+   var iErrors = 0;
+   var objField = objForm.getElementsByTagName('input');
+   var objLabel = objForm.getElementsByTagName('label');
+   var objList = document.createElement('ol');
+   var objError, objExisting, objNew, objTitle, objParagraph, objAnchor, objPosition;
+   var strLinkID, iFieldCounter, iClassCounter, iCounter;
+
+   // Get the id or name of the form, to make a unique
+   // fragment identifier
+   if (objForm.id)
+   {
+      strLinkID = objForm.id + 'ErrorID';
+   }
+   else
+   {
+      strLinkID = objForm.name + 'ErrorID';
+   }
+
+   // Iterate through input form controls, looking for validation classes
+   for (iFieldCounter=0; iFieldCounter<objField.length; iFieldCounter++)
+   {
+      // Get the class for the field, and look for the appropriate class
+      arClass = objField[iFieldCounter].className.split(' ');
+      for (iClassCounter=0; iClassCounter<arClass.length; iClassCounter++)
+      {
+         switch (arClass[iClassCounter])
+         {
+            case 'string':
+               if (!isString(objField[iFieldCounter].value, arClass))
+               {
+                  if (iErrors === 0)
+                  {
+                     logError(objField[iFieldCounter], objLabel, objList, strLinkID);
+                  }
+                  else
+                  {
+                     logError(objField[iFieldCounter], objLabel, objList, '');
+                  }
+                  iErrors++;
+               }
+               break;
+            case 'number':
+               if (!isNumber(objField[iFieldCounter].value, arClass))
+               {
+                  if (iErrors === 0)
+                  {
+                     logError(objField[iFieldCounter], objLabel, objList, strLinkID);
+                  }
+                  else
+                  {
+                     logError(objField[iFieldCounter], objLabel, objList, '');
+                  }
+                  iErrors++;
+               }
+               break;
+
+            case 'email' :
+               if (!isEmail(objField[iFieldCounter].value, arClass))
+               {
+                  if (iErrors === 0)
+                  {
+                     logError(objField[iFieldCounter], objLabel, objList, strLinkID);
+                  }
+                  else
+                  {
+                     logError(objField[iFieldCounter], objLabel, objList, '');
+                  }
+                  iErrors++;
+               }
+               break;
+         }
+      }
+   }
+
+   if (iErrors > 0)
+   {
+      // If not valid, display error messages
+      objError = objForm.getElementsByTagName('div');
+      
+      // Look for existing errors
+      for (iCounter=0; iCounter<objError.length; iCounter++)
+      {
+         if (objError[iCounter].className == 'validationerrors')
+         {
+            objExisting = objError[iCounter];
+         }
+      }
+
+      objNew = document.createElement('div');
+      objTitle = document.createElement('h2');
+      objParagraph = document.createElement('p');
+      objAnchor = document.createElement('a');
+
+      if (iErrors == 1)
+      {
+         objAnchor.appendChild(document.createTextNode('1 Error in Submission'));
+      }
+      else
+      {
+         objAnchor.appendChild(document.createTextNode(iErrors + ' Errors in Submission'));
+      }
+      objAnchor.href = '#' + strLinkID;
+      objAnchor.className = 'submissionerror';
+
+      objTitle.appendChild(objAnchor);
+      objParagraph.appendChild(document.createTextNode('Please review the following'));
+      objNew.className = 'validationerrors';
+
+      objNew.appendChild(objTitle);
+      objNew.appendChild(objParagraph);
+      objNew.appendChild(objList);
+      
+      // If there were existing error, replace them with the new lot,
+      // otherwise add the new errors to the start of the form
+      if (objExisting)
+      {
+         objExisting.parentNode.replaceChild(objNew, objExisting);
+      }
+      else
+      {
+         objPosition = objForm.firstChild;
+         objForm.insertBefore(objNew, objPosition);
+      }
+
+      // Allow for latency
+      setTimeout(function() { objAnchor.focus(); }, 50);
+      
+      // Don't submit the form
+      objForm.submitAllowed = false;
+      return false;
+   }
+
+   // Submit the form
+   return true;
+}
+
+// Function to add a link in a list item that points to problematic field control
+function addError(objList, strError, strID, strErrorID)
+{
+   var objListItem = document.createElement('li');
+   var objAnchor = document.createElement('a');
+   
+   // Fragment identifier to the form control
+   objAnchor.href='#' + strID;
+
+   // Make this the target for the error heading
+   if (strErrorID.length > 0)
+   {
+      objAnchor.id = strErrorID;
+   }
+
+   // Use the label prompt for the error message
+   objAnchor.appendChild(document.createTextNode(strError));
+   // Add keyboard and mouse events to set focus to the form control
+   objAnchor.onclick = function(event){return focusFormField(this, event);};
+   objAnchor.onkeypress = function(event){return focusFormField(this, event);};
+   objListItem.appendChild(objAnchor);
+   objList.appendChild(objListItem);
+}
+
+function focusFormField(objAnchor, objEvent)
+{
+   var strFormField, objForm;
+
+   // Allow keyboard navigation over links
+   if (objEvent && objEvent.type == 'keypress')
+   {
+      if (objEvent.keyCode != 13 && objEvent.keyCode != 32)
+      {
+         return true;
+      }
+   }
+
+   // set focus to the form control
+   strFormField = objAnchor.href.match(/[^#]\w*$/);
+   objForm = getForm(strFormField);
+   objForm[strFormField].focus();
+   return false;
+}
+
+// Function to return the form element from a given form field name
+function getForm(strField)
+{
+   var objElement = document.getElementById(strField);
+
+   // Find the appropriate form
+   do
+   {
+      objElement = objElement.parentNode;
+   } while (!objElement.tagName.match(/form/i) && objElement.parentNode);
+
+   return objElement;
+}
+
+// Function to log the error in a list
+function logError(objField, objLabel, objList, strErrorID)
+{
+   var iCounter, strError;
+
+   // Search the label for the error prompt
+   for (iCounter=0; iCounter<objLabel.length; iCounter++)
+   {
+      if (objLabel[iCounter].htmlFor == objField.id)
+      {
+         strError = objLabel[iCounter].firstChild.nodeValue;
+      }
+   }
+
+   addError(objList, strError, objField.id, strErrorID);
+}
+
+// Validation routines - add as required
+
+function isString(strValue, arClass)
+{
+   var bValid = (typeof strValue == 'string' && strValue.replace(/^\s*|\s*$/g, '') 
+     !== '' && isNaN(strValue));
+
+   return checkOptional(bValid, strValue, arClass);
+}
+
+function isEmail(strValue, arClass)
+{
+   var objRE = /^[\w-\.\']{1,}\@([\da-zA-Z\-]{1,}\.){1,}[\da-zA-Z\-]{2,}$/;
+   var bValid = objRE.test(strValue);
+
+   return checkOptional(bValid, strValue, arClass);
+}
+
+function isNumber(strValue, arClass)
+{
+   var bValid = (!isNaN(strValue) && strValue.replace(/^\s*|\s*$/g, '') !== '');
+
+   return checkOptional(bValid, strValue, arClass);
+}
+
+function checkOptional(bValid, strValue, arClass)
+{
+   var bOptional = false;
+   var iCounter;
+
+   // Check if optional
+   for (iCounter=0; iCounter<arClass.length; iCounter++)
+   {
+      if (arClass[iCounter] == 'optional')
+      {
+         bOptional = true;
+      }
+   }
+
+   if (bOptional && strValue.replace(/^\s*|\s*$/g, '') === '')
+   {
+      return true;
+   }
+
+   return bValid;
+   }
+

Working example of this technique implemented using PHP, Javascript, CSS and XHTML: + Form Validation Example. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

Create error messages using anchor tags and appropriate scripting via the technique + above. +

+ +
    + +
  1. Load the page.
    2. + +
  2. Enter a valid value in the field(s) associated with an error message and verify that + no error messages are displayed. +
    3. + +
  3. Enter an invalid value in the field(s) associated with an error message and verify + that the correct error message for the field is displayed. +
    4. + +
  4. Verify that the error messages receive focus.
    5. + +
  5. Enter a valid value in the field(s) associated with the displayed error message and + verify that the error message is removed. +
    6. + +
  6. Repeat for all fields with associated error messages created via anchor tags.
    7. + +
+ +
+
Note
+
+ +

It is recommended that you also run the above procedure using an assistive technology. + +

+ +
+
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2, #3, #4, and #5 are all true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR33.html b/wcag21/techniques/client-side-script/SCR33.html new file mode 100644 index 0000000..40324c4 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR33.html @@ -0,0 +1,269 @@ + + + + + SCR33: Using script to scroll content, and providing a mechanism to pause it + + + + + + + +

Using script to scroll content, and providing a mechanism to pause it

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support script-controlled scrolling of content.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide a way for users to stop scrolling content + when the scrolling is created by a script. Scrolling content can be difficult or impossible + to read by users with low vision or with cognitive disabilities. The movement can + also be distracting for some people making it difficult for them to concentrate on + other parts of the Web page. +

+
+
+

Examples

+
+

Example 1

+

In this example CSS and Javascript are used to visually present some text in a scrolling + format. A link is included to pause the scrolling movement. +

+

This implementation will display the full text and omit the link when Javascript or + CSS are unsupported or inactive. +

+

The following code is an amended version of webSemantic's Accessible Scroller (as + at July 2008). +

+

The XHTML component: 

+...
+<div id="scroller">
+<p id="tag">This text will scroll and a Pause/Scroll link will be present 
+when Javascript and CSS are supported and active.</p>
+</div>
+...
+

The CSS component: 

+...
+body {font:1em verdana,sans-serif; color:#000; margin:0}
+
+/* position:relative and overflow:hidden are required */
+#scroller { position:relative; overflow:hidden; width:15em; border:1px solid #008080; }
+
+/* add formatting for the scrolling text */
+#tag { margin:2px 0; }
+
+/* #testP must also contain all text-sizing properties of #tag  */
+#testP { visibility:hidden; position:absolute; white-space:nowrap; } 
+
+/* used as a page top marker and to limit width */
+#top { width:350px; margin:auto; }
+...
+

The JavaScript component: 

+var speed=50        // speed of scroller
+var step=3          // smoothness of movement
+var StartActionText= "Scroll"  // Text for start link
+var StopActionText = "Pause"   // Text for stop link
+
+var x, scroll, divW, sText=""
+
+function onclickIE(idAttr,handler,call){
+  if ((document.all)&&(document.getElementById)){idAttr[handler]="Javascript:"+call}
+}
+
+function addLink(id,call,txt){
+  var e=document.createElement('a')
+  e.setAttribute('href',call)
+  var linktext=document.createTextNode(txt)
+  e.appendChild(linktext)
+  document.getElementById(id).appendChild(e)
+}
+
+function getElementStyle() {
+    var elem = document.getElementById('scroller');
+    if (elem.currentStyle) {
+        return elem.currentStyle.overflow;
+    } else if (window.getComputedStyle) {
+        var compStyle = window.getComputedStyle(elem, '');
+        return compStyle.getPropertyValue("overflow");
+    }
+    return "";
+}
+
+function addControls(){
+// test for CSS support first 
+// test for the overlow property value set in style element or external file
+if (getElementStyle()=="hidden") {
+  var f=document.createElement('div');
+  f.setAttribute('id','controls');
+  document.getElementById('scroller').parentNode.appendChild(f);
+  addLink('controls','Javascript:clickAction(0)',StopActionText);
+  onclickIE(document.getElementById('controls').childNodes[0],"href",'clickAction(0)');
+  document.getElementById('controls').style.display='block';
+  }
+}
+
+function stopScroller(){clearTimeout(scroll)}
+
+function setAction(callvalue,txt){
+  var c=document.getElementById('controls')
+  c.childNodes[0].setAttribute('href','Javascript:clickAction('+callvalue+')')
+  onclickIE(document.getElementById('controls').childNodes[0],"href",'clickAction
+
+('+callvalue+')')
+  c.childNodes[0].firstChild.nodeValue=txt
+}
+
+function clickAction(no){
+  switch(no) {
+    case 0:
+      stopScroller();
+      setAction(1,StartActionText);
+      break;
+    case 1:
+      startScroller();
+      setAction(0,StopActionText);
+  }
+}
+
+function startScroller(){
+  document.getElementById('tag').style.whiteSpace='nowrap'
+  var p=document.createElement('p')
+  p.id='testP'
+  p.style.fontSize='25%' //fix for mozilla. multiply by 4 before using
+  x-=step
+  if (document.getElementById('tag').className) p.className=document.getElementById
+
+('tag').className
+  p.appendChild(document.createTextNode(sText))
+  document.body.appendChild(p)
+  pw=p.offsetWidth
+  document.body.removeChild(p)
+  if (x<(pw*4)*-1){x=divW}
+  document.getElementById('tag').style.left=x+'px'
+  scroll=setTimeout('startScroller()',speed)
+}
+
+function initScroller(){
+  if (document.getElementById && document.createElement && document.body.appendChild) {
+    addControls();
+    divW=document.getElementById('scroller').offsetWidth;
+    x=divW;
+    document.getElementById('tag').style.position='relative';
+    document.getElementById('tag').style.left=divW+'px';
+    var ss=document.getElementById('tag').childNodes;
+    for (i=0;i<ss.length;i++) {sText+=ss[i].nodeValue+" "};
+    scroll=setTimeout('startScroller()',speed);
+  }
+}
+
+function addLoadEvent(func) {
+  if (!document.getElementById | !document.getElementsByTagName) return
+  var oldonload = window.onload
+  if (typeof window.onload != 'function') {
+    window.onload = func;
+  } else {
+    window.onload = function() {
+      oldonload()
+      func()
+    }
+  }
+}
+
+addLoadEvent(initScroller)
+

A working example of this code, Example of using script to scroll content and providing a mechanism to pause it, is available. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that a mechanism is provided to pause the scrolling content.
    2. + +
  2. Use the pause mechanism to pause the scrolling content.
    3. + +
  3. Check that the scrolling has stopped and does not restart by itself.
    4. + +
  4. Check that a mechanism is provided to restart the paused content.
    5. + +
  5. Use the restart mechanism provided to restart the scrolling content.
    6. + +
  6. Check that the scrolling has resumed from the point where it was stopped.
    7. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #3 and #6 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR34.html b/wcag21/techniques/client-side-script/SCR34.html new file mode 100644 index 0000000..f3a92b5 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR34.html @@ -0,0 +1,195 @@ + + + + + SCR34: Calculating size and position in a way that scales with text size + + + + + + + +

Calculating size and position in a way that scales with text size

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Client-side scripting.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to calculate the size and position of elements + in a way that will scale appropriately as the text size is scaled. +

+

There are four properties in JavaScript that help determine the size and position + of elements: +

+
    + +
  • + offsetHeight (the height of the element in pixels) +
    • + +
  • + offsetWidth (the width of the element in pixels) +
    • + +
  • + offsetLeft (the distance of the element from the left of its parent (offsetParent) + in pixels) +
    • + +
  • + offsetTop (the distance of the element from the top of its parent (offsetParent) in + pixels) +
    • + +
+

Calculating the height and width using offsetHeight and offsetWidth is straightforward, + but when calculating an object's left and top position as absolute values, we need + to consider the parent element. The calculatePosition function below iterates through + all of an element's parent nodes to give a final value. The function takes two parameters; + objElement (the name of the element in question), and the offset property (offsetLeft + or offsetTop): +

+
+
+

Examples

+
+

Example 1

+

The Javascript function:

+function calculatePosition(objElement, strOffset)
+{
+    var iOffset = 0;
+
+    if (objElement.offsetParent)
+    {
+        do 
+        {
+            iOffset += objElement[strOffset];
+            objElement = objElement.offsetParent;
+        } while (objElement);
+    }
+
+    return iOffset;
+}
+
+

The following example illustrates using the function above by aligning an object beneath + a reference object, the same distance from the left: + 

+// Get a reference object
+var objReference = document.getElementById('refobject');
+// Get the object to be aligned
+var objAlign = document.getElementById('lineup');
+
+objAlign.style.position = 'absolute';
+objAlign.style.left = calculatePosition(objReference, 'offsetLeft') + 'px';
+objAlign.style.top = calculatePosition(objReference, 'offsetTop') + objReference.offsetHeight + 'px'; 
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open a page that is designed to adjust container sizes as text size changes.
    2. + +
  2. Increase the text size up to 200% using the browser's text size adjustment (not the + zoom feature). +
    3. + +
  3. Examine the text to ensure the text container size is adjusted to accommodate the + size of the text. +
    4. + +
  4. Ensure that no text is "clipped" or has disappeared as a result of the increase in + text size. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #3 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR35.html b/wcag21/techniques/client-side-script/SCR35.html new file mode 100644 index 0000000..255d96c --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR35.html @@ -0,0 +1,291 @@ + + + + + SCR35: Making actions keyboard accessible by using the onclick event of anchors and buttons + + + + + + + +

Making actions keyboard accessible by using the onclick event of anchors and buttons

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Script used with HTML or XHTML.

+

This technique relates to Success Criterion 2.1.1: Keyboard (Sufficient as a way to meet G90: Providing keyboard-triggered event handlers). +

+
+
+

Description

+

The objective of this technique is to demonstrate how to invoke a scripting function + in a way that is keyboard accessible by attaching it to a keyboard-accessible control. + In order to ensure that scripted actions can be invoked from the keyboard, they are + associated with "natively actionable" HTML elements (links and buttons). The onclick + event of these elements is device independent. While "onclick" sounds like it is tied + to the mouse, the onclick event is actually mapped to the default action of a link + or button. The default action occurs when the user clicks the element with a mouse, + but it also occurs when the user focuses the element and hits enter or space, and + when the element is triggered via the accessibility API. +

+

This technique relies on client-side scripting. However, it is beneficial to provide + a backup implementation or explanation for environments in which scripting is not + available. When using anchor elements to invoke a JavaScript action, a backup implementation + or explanation is provided via the href attribute. When using buttons, it is provided via a form post. +

+
+
+

Examples

+
+

Example 1

+

Link that runs a script and has no fallback for non-scripted browsers. This approach + should only be used when script is relied upon as an Accessibility Supported Technology. +

+

Even though we do not want to navigate from this link, we must use the href attribute + on the a element in order to make this a true link and get the proper eventing. In this case, + we're using "#" as the link target, but you could use anything. This link will never + be navigated. +

+

The "return false;" at the end of the doStuff() event handling function tells the + browser not to navigate to the URI. Without it, the page would refresh after the script + ran. + 

+<script> 
+function doStuff()
+ {
+  //do stuff
+    return false;
+  }
+</script>
+<a href="#" onclick="return doStuff();">do stuff</a>
+
+
+

Example 2

+

Link that runs script, but navigates to another page when script is not available. + This approach can be used to create sites that don't rely on script, if and only if + the navigation target provides the same functionality as the script. This example + is identical to the example 1, except that its href is now set to a real page, dostuff.htm. + Dostuff.htm must provide the same functionality as the script.The "return false;" + at the end of the doStuff() event handling function tells the browser not to navigate + to the URI. Without it, the browser would navigate to dostuff.htm after the script + ran. + 

+<script> 
+function doStuff() 
+ {  
+  //do stuff  
+  return false; 
+ }
+</script>
+<a href="dostuff.htm" onclick="return doStuff();">do stuff</a>
+

A working example of this code is available. Refer to Creating Action Links using JavaScript. +

+
+
+

Example 3

+

Button that runs a script and falls back to a form post for users without script. + This approach can be used by sites that do not rely on script, if and only if the + form post provides the same functionality as the script. The onsubmit="return false;" + prevents the form from submitting. + 

+<script>
+  function doStuff()
+ {
+     //do stuff
+ }
+</script>
+<form action="doStuff.aspx" onsubmit="return false;">
+ <input type="submit" value="Do Stuff" onclick="doStuff();" />
+</form>
+

A working example of this code is available. Refer to Creating Action Buttons using JavaScript. +

+
+
+

Example 4

+

Button that runs a script, implemented with input type="image". Note that an alt attribute + must be added to the input to provide a text equivalent for the image. This approach should only be used when + script is relied upon. + 

+<script>
+  function doStuff()
+  {
+     //do stuff
+   return false;
+  }
+</script>
+<input  type="image"  src="stuff.gif"  alt="Do stuff"  onclick="return doStuff();" />
+
+
+

Example 5

+

Button that runs a script, implemented with input type="submit", input type="reset" + or input type="button". This approach should only be used when script is relied upon. + + 

+<input type="submit" onclick="return doStuff();" value=”Do Stuff” />
+
+
+

Example 6

+

Button that runs a script, implemented with button…/button. This is valuable when you want more control over the look of your button. In this + particular example, the button contains both an icon and some text. This approach + should only be used when script is relied upon. + 

+<button onclick="return doStuff();">
+ <img src="stuff.gif" alt="stuff icon">
+ Do Stuff
+</button>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For all script actions associated with a, button, or input elements: +

+ +
    + +
  1. + +

    In a user agent that supports Scripting

    + +
      + +
    • Click on the control with the mouse.
      • + +
    • Check that the scripting action executes properly.
      • + +
    • If the control is an anchor element, check that the URI in the href attribute of the anchor element is not invoked. +
      • + +
    • Check that it is possible to navigate to and give focus to the control via the keyboard.
      • + +
    • Set keyboard focus to the control.
      • + +
    • Check that pressing ENTER invokes the scripting action.
      • + +
    • If the control is an anchor element, check that the URI in the href attribute of the anchor element is not invoked. +
      • + +
    + +
    2. + +
  2. + +

    In a user agent that does not support Scripting

    + +
      + +
    • Click on the control with the mouse.
      • + +
    • If the control is an anchor element, check that the URI in the href attribute of the anchor element is invoked. +
      • + +
    • Check that it is possible to navigate to and give focus to the control via the keyboard.
      • + +
    • Set keyboard focus to the control.
      • + +
    • If the control is an anchor element, check that pressing ENTER invokes the URI of + the anchor element's href attribute. +
      • + +
    + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR36.html b/wcag21/techniques/client-side-script/SCR36.html new file mode 100644 index 0000000..3507c4c --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR36.html @@ -0,0 +1,176 @@ + + + + + SCR36: Providing a mechanism to allow users to display moving, scrolling, or auto-updating + text in a static window or area + + + + + + + + +

Providing a mechanism to allow users to display moving, scrolling, or auto-updating + text in a static window or area +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that moves, blinks, or updates text and can create a static block of + text. +

+

This technique relates to Success Criterion 2.2.1: Timing Adjustable (Sufficient). +

+
+
+

Description

+

Some Web pages display scrolling text because there is limited space available. Scrolling + the text in a small text window makes the content available for users who can read + quickly enough, but causes problems for users who read more slowly or use assistive + technology. This technique provides a mechanism to stop the movement and make the + entire block of text available statically. The text may be made available in a separate + window or in a (larger) section of the page. Users can then read the text at their + own speed. +

+

This technique does not apply when the text that is moving can not be displayed all + at once on the screen (e.g., a long chat conversation). +

+
+
Note
+
+ +

This technique can be used in combination with a style switching technique to present + a page that is a conforming alternate version for non-conforming content. Refer to C29: Using a style switcher to provide a conforming alternate version and Understanding Conforming Alternate Versions for more information. +

+ +
+
+
+
+

Examples

+
+

Example 1: Expanding Scrolling Text in Place

+

A large block of text is scrolled through a small marquee area of the page. A button + lets the user stop the scrolling and display the entire block of text. +

+
+
Note
+
+ +

This code example requires that both CSS and JavaScript be turned on and available. + +

+ +
+
+

The CSS component:

#scrollContainer {
+        visibility: visible;
+        overflow: hidden;
+        top: 50px; left: 10px;
+        background-color: darkblue;
+      }
+      .scrolling {
+        position: absolute;
+        width: 200px;
+        height: 50px;
+      }
+      .notscrolling {
+        width: 500px;
+        margin:10px;
+      }
+      #scrollingText {
+        top: 0px;
+        color: white;
+      }
+      .scrolling #scrollingText {
+        position: absolute;
+      }
+      </a>

The script and HTML content:

<script type="text/javascript">
+
+      var tid;
+      function init() {
+        var st = document.getElementById('scrollingText');
+        st.style.top = '0px';
+        initScrolling();
+      }
+      function initScrolling () {
+        tid = setInterval('scrollText()', 300);
+      }
+      function scrollText () {
+        var st = document.getElementById('scrollingText');
+        if (parseInt(st.style.top) > (st.offsetHeight*(-1) + 8)) {
+          st.style.top = (parseInt(st.style.top) - 5) + 'px';
+        } else {
+          var sc = document.getElementById('scrollContainer');
+          st.style.top = parseInt(sc.offsetHeight) + 8 + 'px';
+        }
+      }
+      function toggle() {
+        var scr = document.getElementById('scrollContainer');
+        if (scr.className == 'scrolling') {
+          scr.className = 'notscrolling';
+          clearInterval(tid);
+           document.getElementById('scrollButton').value="Shrink";
+        } else {
+          scr.className = 'scrolling';
+          initScrolling();
+          document.getElementById('scrollButton').value="Expand";
+        }
+      }
+  <input type="button" id="scrollButton" value="Expand" onclick="toggle()" />
+  <div id="scrollContainer" class="scrolling">
+    <div id="scrollingText" class="on">
+    .... Text to be scrolled ...
+    </div>
+  </div>
+...
+

Working example of this code: Expanding Scrolling Text in Place. +

+
+
+ +
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR37.html b/wcag21/techniques/client-side-script/SCR37.html new file mode 100644 index 0000000..df12a4a --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR37.html @@ -0,0 +1,257 @@ + + + + + SCR37: Creating Custom Dialogs in a Device Independent Way + + + + + + + +

Creating Custom Dialogs in a Device Independent Way

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML used with script.

+

This technique relates to Success Criterion 2.4.3: Focus Order (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

Site designers often want to create dialogs that do not use the pop-up windows supplied + by the browser. This is typically accomplished by enclosing the dialog contents in + a div and placing the div above the page content using z-order and absolute positioning in CSS. +

+

To be accessible, these dialogs must follow a few simple rules.

+
    + +
  1. Trigger the script that launches the dialog from the onclick event of a link or button.
    2. + +
  2. Place the dialog div into the Document Object Model (DOM) immediately after the element that triggered + it. The triggering element will maintain focus, and inserting the dialog content after + that element will make the content inside the dialog next in the screen-reader reading + order and next in the tab order. The dialog can still be absolutely positioned to + be elsewhere on the page visually. This can be done either by creating the dialog + in the HTML and hiding it with CSS, as in the example below, or by inserting it immediately + after the triggering element with script. +
    3. + +
  3. Ensure that the HTML inside the dialog div meets the same accessibility standard as + other content. +
    4. + +
+

It is also nice, but not always necessary, to make the launching link toggle the dialog + open and closed, and to close the dialog when the keyboard focus leaves it. +

+
+
+

Examples

+
+

Example 1: An options button that opens a dialog

+

The HTML for this example includes a triggering Element, in this case a button, and + a div that acts as the frame for the dialog. +

+

The triggering element is a button and the script is triggered from the onclick event. + This sends the appropriate events to the operating system so that assistive technology + is aware of the change in the DOM. +

+

In this example, the Submit and Reset buttons inside the dialog simply hide the div. + 

...
+<button onclick="TogglePopup(event,true)"
+	name="pop0001">Options</button>
+
+<div class="popover" id="pop0001">
+  <h3>Edit Sort Information</h3>
+  <form action="default.htm" onsubmit="this.parentNode.style.display='none'; return false;" onreset="this.parentNode.style.display='none'; return false;">
+    <fieldset>
+      <legend>Sort Order</legend> 
+      <input type="radio" name="order" id="order_alpha" /><label for="order_alpha">Alphabetical</label>
+      <input type="radio" name="order" id="order_default" checked="true" /><label for="order_default">Default</label>
+    </fieldset>
+<div class="buttons">
+  <input type="submit" value="OK" />
+  <input type="reset" value="Cancel" />
+</div>
+</form>
+
+</div>
+...
+

The div, heading and form elements are styled with CSS to look like a dialog. + 

...
+a { color:blue; }
+a.clickPopup img { border:none; width:0; }
+
+div.popover { position:absolute; display:none; border:1px outset; background-color:beige; font-size:80%; background-color:#eeeeee; color:black; }
+div.popover h3 { margin:0; padding:0.1em 0.5em; background-color:navy; color:white; }
+#pop0001 { width:20em; }
+#pop0001 form { margin:0; padding:0.5em; }
+#pop0001 fieldset { margin-bottom:0.3em; padding-bottom:0.5em; }
+#pop0001 input, #pop0001 label { vertical-align:middle; }
+#pop0001 div.buttons { text-align:right; }
+#pop0001 div.buttons input { width:6em; }
+...
+

The script toggles the display of the popup div, showing it and hiding it. + 

...
+function TogglePopup(evt,show)
+{
+	HarmonizeEvent(evt);
+	var src = evt.target;
+	if ("click" == evt.type)
+	{
+		evt.returnValue = false;
+	}
+	var popID = src.getAttribute("name");
+	if (popID)
+	{
+		var popup = document.getElementById(popID);
+		if (popup)
+		{
+			if (true == show)
+			{
+				popup.style.display = "block";
+			}
+			else if (false == show)
+			{
+				popup.style.display = "none";
+			}
+			else
+			{
+				popup.style.display = "block" == popup.style.display ? "none" : "block";
+			}
+			if ("block" == popup.style.display)
+			{
+				//window.alert(document.documentElement.scrollHeight);
+				popup.style.top = ((document.documentElement.offsetHeight - popup.offsetHeight) / 2 ) + 'px';
+				popup.style.left = ((document.documentElement.offsetWidth - popup.offsetWidth) / 2) + 'px';
+			}
+		}
+	}
+}
+
+function SubmitForm(elem)
+{ 
+	elem.parentNode.style.display='none'; 
+	return false;
+}
+
+function ResetForm(elem)
+{ 
+	elem.parentNode.style.display='none'; 
+	return false;
+}
+...
+

A working example, an options button that opens a dialog, is available. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find all areas of the page that trigger dialogs that are not pop-up windows.
    2. + +
  2. Check that the dialogs can be opened by tabbing to the area and hitting enter.
    3. + +
  3. Check that, once opened, the dialog is next in the tab order.
    4. + +
  4. Check that the dialogs are triggered from the click event of a button or a link.
    5. + +
  5. Using a tool that allows you to inspect the DOM generated by script, check that the + dialog is next in the DOM. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2, #3, #4 and #5 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR38.html b/wcag21/techniques/client-side-script/SCR38.html new file mode 100644 index 0000000..5a54d33 --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR38.html @@ -0,0 +1,284 @@ + + + + + SCR38: Creating a conforming alternate version for a web page designed with progressive enhancement + + + + + + + +

Creating a conforming alternate version for a web page designed with progressive enhancement

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML with scripting.

+

This technique is not referenced from any Understanding document.

+
+
+

Description

+

This objective of this technique is to offer a conforming alternate version for a + web page designed with progressive enhancement. The technique demonstrates how to + use a scripting technique to accomplish this by: +

+
    + +
  1. Storing the initial pre-enhanced version of the web page so that it can act as a "conforming + alternate version" for any later enhanced versions of the content; and +
    2. + +
  2. Inserting a mechanism into all enhanced versions of the web page which allows a user + to revert the content back to the stored pre-enhanced Alternate Version. +
    3. + +
+

Web pages designed with progressive enhancement detect features in the web-enabled + accessing device (size, capability and software) to allow those supported web technologies + to be applied in layers on top of an HTML foundation. The basic content and functionality + of such a web page are available through the HTML foundation to anyone using a more + simple web-enabled accessing device, whilst enhanced versions of the page are created + to suit the different features in more advanced accessing devices. +

+

The current guidance for web pages delivered in alternate versions reads: "Note 4: + 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." With regard + to web pages designed with progressive enhancement this leaves the problem of which + version to select as the one fully conformant version - all whilst trying to ensure + that no set of users is disadvantaged by that choice. +

+

One solution to this challenge is to select the pre-enhanced version of the web page + (e.g. the DOM state created solely from the HTML in the source code in the absence + of support for scripts, styles or non-HTML plugins) as the "fully conformant version", + due to its broad reach, with regard to support, across all the possible web-enabled + devices accessing the content. +

+
+
Note
+
+

This technique removes all scripts, styles, and plugins, but it is important to state + that this is not required for conformance with WCAG 2.0. An author could use a similar + technique, but retain a reduced set of styles and scripts in the “pre-enhanced” version. +

+
+
+

While this technique offers a way to base conformance claims on a single version, + authors should continue to work to ensure that each enhanced version of the web page + is as conformant as possible. +

+
+
+

Examples

+
+

Example 1: Using JavaScript

+

The example uses JavaScript in the "accToggle.js" file to store the initial pre-enhanced + version of the web page, created solely from the HTML in the source code, so that + it can act as a "conforming alternate version" for any later enhanced versions of + the web page; and inserts a toggle link into all enhanced versions of the web page + which allows a user to revert the web page back to the stored pre-enhanced "Conforming + Alternate Version". Note: The "sayhello.js" file is simply there as an example payload + external file, and is to be replaced by any other external scripts which are desired. +

+

The script in the acctoggle.js file stores the pre-enhanced version - assigning the + version the url postfix #accessible. Clicking the "WCAG 2.0 conforming alternate version" + link (inserted as the first child of the body element in any enhanced versions) changes the url to include the postfix "#accessible" + which then resets the html located in the body element and the head element to pre-enhanced code. The pre-enhanced state can be reached from the link, + or directly from a url typed into the browser. In addition, a link is inserted into + the pre-enhanced "Conforming Alternate Version" which allows the user to re-enhance + the web page (something which can also be done using the web browser's back button). +

+

acctoggle.js source code:

window.onload = function(event) {
+
+    // store pre-enhanced element content
+    var initialHead = document.head.innerHTML;
+    var initialBody = document.body.innerHTML;
+    var initialURL = location.href;
+    
+    var runOnce = function() {
+        // payload you want to run per page call - e.g. Google Analytics code
+    }
+    
+    var setup = function() {
+        // create conforming alternate version link
+
+        var toggleEnhanced = document.querySelector("#toggle_enhanced");
+        if (toggleEnhanced) {
+            toggleEnhanced.outerHTML = "";
+        }
+        
+        var nel = document.createElement("a");
+        nel.id = "acctoggle";
+        nel.setAttribute("href", "#accessible");
+        nel.innerHTML = "WCAG 2.0 conforming alternate version";
+        document.body.insertBefore(nel, document.body.firstChild);
+        
+        // payload
+        var s = document.createElement("SCRIPT");
+        s.setAttribute("src", "sayhello.js");
+        document.querySelector("HEAD").appendChild(s);   
+       }
+    
+    setup();
+    runOnce();
+    
+    window.onpopstate = function(event) {
+        if (location.href.indexOf("#accessible") != -1) {
+            // revert element contents to pre-enhanced version
+            document.head.innerHTML = initialHead;
+            document.body.innerHTML = initialBody;
+            
+            // create enhanced version link
+            var el = document.createElement("a");
+            el.id = "toggle_enhanced";
+            el.setAttribute("href", "");
+            el.innerHTML = "Enhanced version";
+            var back = function(e) {
+                 e.preventDefault();
+                 window.history.back();
+            }
+            el.addEventListener("click", back, false);
+            document.body.insertBefore(el, document.body.firstChild);
+        }
+        if (location.href == initialURL) {
+            setup();
+        }
+    };
+}
+

HTML web page source code:

<!DOCTYPE html>
+  <html lang="en">
+    <head>
+        <title>Evaluera Ltd</title>
+        <meta charset="UTF-8" />
+        <script src="accSwitch.js"></script>
+    </head>
+    <body> 
+        <h1>Test Page</h1>
+        <p>Say: <span id="change">Goodbye</span></p>
+    </body>
+</html>			
+

sayhello.js source code

var change = document.querySelector("#change");
+         change.innerText = "Hello";			
+
+
+

Example 2: Using EnhanceJS - A Javascript framework designed to improve the application + of Progressive Enhancement +

+

EnhanceJS is an open source JavaScript framework "designed to improve the application of Progressive + Enhancement by first testing browser capabilities for key Javascript and CSS support + before applying advanced styles and scripts to the page". In addition, the default + EnhanceJS script automatically creates a toggle link in any post-enhanced versions + of the page which allows a user to return the web page to its pre-enhanced state (in + EnhanceJS with default settings this is called the "low bandwidth version"). The setting + have been changed in EnhanceJS to indicate that the pre-enhanced state is to be considered + the "WCAG 2.0 conforming alternate version", rather than the "low bandwidth version". +

+

HTML Component:

<!DOCTYPE html>
+<html lang="en">
+    <head>
+    <script type="text/javascript" src="enhance.js"></script>
+    <script type="text/javascript">
+        // Run capabilities test
+        enhance({
+            loadStyles: [
+                "example.css"
+            ], 
+            loadScripts: [
+                "example.js"
+            ],
+            // text shown in enhanced mode
+            forceFailText: "WCAG 2.0 conforming alternate version",
+            // text shown in accessible mode
+            forcePassText: "Enhanced version"
+        });
+    </script>
+    </head>
+    ....
+
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check enhanced versions of the web page contain a link to the "Conforming Alternate + Version". +
    2. + +
  2. Check that the alternate version is a conforming alternate version of the original page and that it conforms to WCAG 2.0 at the claimed conformance + level. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/client-side-script/SCR39.html b/wcag21/techniques/client-side-script/SCR39.html new file mode 100644 index 0000000..37fda5e --- /dev/null +++ b/wcag21/techniques/client-side-script/SCR39.html @@ -0,0 +1,148 @@ + + + + + SCR39: Making content on focus or hover hoverable, dismissible, and persistent + + + + + + + +

Making content on focus or hover hoverable, dismissible, and persistent

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

The Technique is applicable to any technology that supports the display of additional + content on pointer hover. + +

+

This technique relates to Success Criterion 1.4.13: Content on Hover or Focus (Sufficient). +

+
+
+

Description

+

Additional content that is displayed when a user moves the pointer over a trigger + or moves the keyboard focus to the trigger (for example, a pop-up) must remain visible + to allow users time to read and interact with the content and must allow the user + to move the pointer over the additional content. +

+

Low vision users who magnify their screens often see only a small part of the screen + at a time (their viewport). + This means that the additional content may not be fully visible in the current viewport + and users may need to move + their mouse over the additional content to read it. Web authors should therefore ensue + that additional content stays visible + when the pointer moves away from the trigger to the (mostly adjacent) additional content. + additional content should also be + dismissible without moving the focus, so that users can read content covered by the + additional content. +

+
+
+

Examples

+
+

Example 1: Example 1: Content preview for links

+

When hovering over or focusing on a link, a content preview for the link appears just + above or below that link. + Users can move the pointer over the additional content (pop-up) so that they can + fully read the additional content. Pressing the Esc + key dismisses (closes) the additional content. +

+
+ +

HTML of example 1

+ 
<p>This is the <a class="a-and-tooltip" id="parent" href="index.html">trigger
+<span id="popup" role="tooltip">And this additional text 
+gives additional context on the trigger term</span></a>.
+Text and popup are <strong>in one link (a)</strong> element.</p>
+
+ +
+
+ +

CSS of example 1

+ 
[role="tooltip"] {
+    display: none;
+    padding: 0.5em;
+    background:white;
+    color: black;
+    border:solid black 2px;
+    width:10em;
+}
+
+.a-and-tooltip {
+  position: relative;
+}
+
+[role="tooltip"] {
+    position: absolute;
+    left:0;
+    top:1em;
+}
+
+ +
+
+ +

JavaScript of example 1

+ 
// trigger and popup inside the same link
+
+var parent = document.getElementById('parent');
+
+parent.onmouseover = function() {
+    document.getElementById('popup').style.display = 'block';
+}
+
+parent.onmouseout = function() {
+    document.getElementById('popup').style.display = 'none';
+}
+
+parent.onfocus = function() {
+    document.getElementById('popup').style.display = 'block';
+}
+
+parent.onblur = function() {
+    document.getElementById('popup').style.display = 'none';
+}
+
+// hide when ESC is pressed
+
+document.addEventListener('keydown', (e) => {
+  if ((e.keyCode || e.which) === 27)
+       document.getElementById('popup').style.display = 'none';
+});
+
+

Working example of content on hover + or focus

+
+
+
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z8Rjb%jHFp_P*}=?2HXS+0x93e3b3=vD_R`{W3vw8bV};qn$=MTnoTeI*Jfo_hmH4d z>&3w5!TYCs?X|5{@?-fyxx%jtK2{P$JBi2neaq^B9og`iV3oH{P6Nu_LG1Hy+Uwre z&Kx+3jJ`OBKg-NezL`IQT}34d{-#3#8y|Nhkr4;d&o1jy2-uOXe}Hsx72qfCw*RY{ zJi-$xa0Y9cDlp>TX-LnTm1yopy7xXhZXLckq_CiEQS~~b?ARC5809ctcZu|>&R8w- z6fI9u;T)SazIw`EVRTNBmxK|=dhZ#pZwG0ME*&)>I^S(_PHb}fCm*IHfmkzfL|SOa-LD(l26AQcB#H_@1=D= z71vT7($tY7YYzTUDjF}3C9#)AM^Vy7R;0|>M1t)plRLf(oEBjXP{RQd>T=-)t(dhCT*@Mz-hrNNB>>ADFz}D~Azk#Vao6PhaR}5nfPIt0+>E4y1}ah~ z?cCaLZoQmG?M)K9~4sl)qHKzQ}4NydgBY}JjNNchnTqb z??_TFIgJ!Sd>TeehJE;tn5`(K-WUrpKXyfM)jgr4iEaATHcNmwC8b9^L{i*=a@-Yx z=m3~OmYr=saPIg#) xD?=aV@rty*j?8Pv*&f~HStt&TBI!$il#XH>r + + + + C12: Using percent for font sizes + + + + + + + +

Using percent for font sizes

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

CSS

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to specify text font size proportionally so that + user agents can scale content effectively. If a font-size is specified for the body element, all other elements inherit that value, unless overridden by a more specific + selector. +

+
+
+

Examples

+
+

Example 1: Percent font sizes in CSS

+

This example defines the font size for the strong element so that its text will always be larger than the surrounding text, in whatever + context it is used. Assuming that headings and paragraphs use different font sizes, + the emphasized words in this example will each be larger than their surrounding text. + 

+strong {font-size: 120%}
+
+...
+
+<h1>Letting the <strong>user</strong> control text size</h1>
+<p>Since only the user can know what size text works for him, 
+it is <strong>very</strong> important to let him configure the text size.  
+…
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the value of the CSS property that defines the font size is a percentage.
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C13.html b/wcag21/techniques/css/C13.html new file mode 100644 index 0000000..bf8482f --- /dev/null +++ b/wcag21/techniques/css/C13.html @@ -0,0 +1,135 @@ + + + + + C13: Using named font sizes + + + + + + + +

Using named font sizes

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

CSS

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to specify a named font size that expresses the + relative font size desired. These values provide hints so that the user agent can + choose a font-size relative to the inherited font-size. +

+
+
+

Examples

+
+

Example 1: Named font sizes in CSS

+

This example selects a larger font size for strong elements so that their text will always be larger than the surrounding text, in whatever + context they are used. Assuming that headings and paragraphs use different font sizes, + the emphasized words in this example will each be larger than their surrounding text. + 

+strong {font-size: larger}
+
+...
+
+<h1>Letting the <strong>user</strong> control text size</h1>
+<p>Since only the user can know what size text works for him, 
+it is <strong>very</strong> important to let him configure the text size.  
+…
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the value of the CSS property that defines the font size is one of xx-small, + xx-small, x-small, small, medium, large, x-large, xx-large, xsmaller, or larger. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C14.html b/wcag21/techniques/css/C14.html new file mode 100644 index 0000000..657cef4 --- /dev/null +++ b/wcag21/techniques/css/C14.html @@ -0,0 +1,137 @@ + + + + + C14: Using em units for font sizes + + + + + + + +

Using em units for font sizes

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

CSS

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to specify text font size in em units so that user + agents can scale content effectively. Since the em is a property of the font, it scales + as the font changes size. If a font-size is specified for the body element, all other elements inherit that value, unless overridden by a more specific + selector. +

+
+
+

Examples

+
+

Example 1: Em font sizes in CSS

+

This example defines the font size for strong element so that its text will always + be larger than the surrounding text, in whatever context it is used. Assuming that + headings and paragraphs use different font sizes, the strong words in this example + will each be larger than their surrounding text. + 

+strong {font-size: 1.6em}
+
+...
+
+<h1>Letting the <strong>user</strong> control text size</h1>
+<p>Since only the user can know what size text works for him, 
+it is <strong>very</strong> important to let him configure the text size.  </p>
+…
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the value of the CSS property that defines the font size is expressed in + em units. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C15.html b/wcag21/techniques/css/C15.html new file mode 100644 index 0000000..e312920 --- /dev/null +++ b/wcag21/techniques/css/C15.html @@ -0,0 +1,184 @@ + + + + + C15: Using CSS to change the presentation of a user interface component when it receives + focus + + + + + + + + +

Using CSS to change the presentation of a user interface component when it receives + focus +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

CSS, HTML and XHTML

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to demonstrate how visual appearance may be enhanced + via style sheets to provide visual feedback when an interactive element has focus + or when a user hovers over it using a pointing device. Highlighting the element that + has focus or is hovered over can provide information such as the fact that the element + is interactive or the scope of the interactive element. +

+

Providing visual feedback may be possible through more than one mode. Usually, it + is attained through using a mouse to hover over the element or a keyboard to tab to + the element. +

+
+
+

Examples

+ +
+

Example 2: Highlighting elements that receive focus

+

In this example, the :focus pseudo-class is used to change the style applied to input + fields when they receive focus by changing the background color. + 

+<html>
+  <head>
+    <style type="text/css">
+      input.text:focus {
+        background-color: #7FFF00; 
+        color: #000;
+      }
+      input[type=checkbox]:focus + label, input[type=radio]:focus + label {
+        background-color: #FF6; 
+        color: #000; 
+      }
+    </style>
+  </head>
+  <body>
+    <form method="post" action="form.php">
+      <p><label for="fname">Name: </label>
+        <input class="text" type="text" name="fname" id="fname" />
+      </p>
+      <p>
+        <input type="radio" name="sex" value="male" id="sm" /> <label for="sm">Male</label><br />
+        <input type="radio" name="sex" value="female" id="sf" /> <label for="sf">Female</label>
+      <p>
+    </form>
+  </body>
+</html>
+
+

Working example of this code: Example of highlighting elements that receive focus. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +

For each element able to attain focus:

+ +
    + +
  1. Using a mouse, hover over the element.
    2. + +
  2. Check that the background or border changes color.
    3. + +
  3. Move the mouse away from the object before attempting keyboard focus.
    4. + +
  4. Using a keyboard, tab to the element.
    5. + +
  5. Check that the background or border changes color.
    6. + +
  6. Check that the background or border changes in color are removed when the element + loses focus. +
    7. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2, #5 and #6 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C17.html b/wcag21/techniques/css/C17.html new file mode 100644 index 0000000..071bd6e --- /dev/null +++ b/wcag21/techniques/css/C17.html @@ -0,0 +1,116 @@ + + + + + C17: Scaling form elements which contain text + + + + + + + +

Scaling form elements which contain text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

(X)HTML, CSS

+

This technique relates to Success Criterion 1.4.4: Resize text (Advisory). +

+
+
+

Description

+

The objective of this technique is to ensure text-based form controls resize when + text size is changed in the user agent. This will allow users to enter text and read + what they have entered in input boxes because the text is displayed at the size required + by the user. +

+

Text-based form controls include input boxes (text and textarea) as well as buttons.

+
+
+

Examples

+
+

Example 1: A Contact Form

+

A Contact Us form has some introductory information and then form controls for users + to enter their first name, last name, telephone number and email address. All of the + text and form controls have been implemented in a scalable way. This includes specifying + a font size for the form controls themselves because the font size is not inherited + in Internet Explorer. +

+

The XHTML component:

<h1>Contact Us</h1>
+<p>Please provide us with your details and we will contact you as soon as we can. Note that all of the form fields are required.</p>
+<label for="fname">First Name</label><input type="text" name="fname" id="fname" /><br />
+<label for="lname">Last Name</label><input type="text" name="lname" id="lname" /><br />
+<label for="phone">Telephone</label><input type="text" name="phone" id="phone" /><br />
+<label for="email">Email</label><input type="text" name="email" id="email" /><br />
+<input type="submit" name="Submit" value="Submit" id="Submit" />

The CSS component:

h1 { font-size: 2em; }
+            p, label, input { font-size: 1em; }

Working example of this code: Example of resizing input with CSS. +

+
+
+

Example 2: Radio button

+

This example works in IE with its text size feature. However, it doesn't scale in + Firefox 2.0. +

+

The XHTML component:

<input type="radio" name="r1" value="r1" id="r1" class="geomsize" />
+<input type="checkbox" name="c1" id="c1" value="c1" class="geomsize" />

The CSS component:

input.geomsize {
+width: 1.2em;
+height: 1.2em;}

Working example of this code: Example of resizing radio buttons and checkboxes with CSS. +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Enter some text into text-based form controls that receive user entered text.
    2. + +
  2. Increase the text size of the content by 200%.
    3. + +
  3. Check that the text in text-based form controls has increased by 200%.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C18.html b/wcag21/techniques/css/C18.html new file mode 100644 index 0000000..c240a72 --- /dev/null +++ b/wcag21/techniques/css/C18.html @@ -0,0 +1,130 @@ + + + + + C18: Using CSS margin and padding rules instead of spacer images for layout design + + + + + + + +

Using CSS margin and padding rules instead of spacer images for layout design

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Advisory). +

+
+
+

Description

+

Web designers sometimes use spacer images (usually 1x1 pixel, transparent GIFs) for + better control over layout, for example in tables or to indent a paragraph. However, + Cascading Style Sheets (CSS) allow sufficient control over layout to replace spacer + images. The CSS properties for margins and padding can be used on their own or in + combination to control the layout. The margin properties ('margin-top', 'margin-right', + 'margin-bottom', 'margin-left', and the shorthand 'margin') can be used on any element + that is displayed as a block; they add space at the outside of an element. The padding + properties ('padding-top', 'padding-right', 'padding-bottom', 'padding-left', and + the shorthand 'padding') can be used on any element; they add space inside the element. +

+
+
+

Examples

+
+

Example 1

+

The following example consists of two parts: the CSS code, which specifies a margin + on all sides of the table, and padding for the table cells; and the HTML code for + the table, which does not contain spacer images and is not nested inside another table. + 

+              
+              table { margin: .5em; border-collapse: collapse; } 
+              td, th { padding: .4em; border: 1px solid #000; }
+            
+            ...
+            
+              <table summary="Titles, authors and publication dates of books in Web development category">
+                <caption>Books in the category 'Web development'</caption>
+                <thead>
+                  <tr>
+                    <th>Title</th>
+                    <th>Author</th>
+                    <th>Date</th>
+                  </tr>
+                </thead>
+                <tbody>
+                  <tr>
+                    <td>How to Think Straight About Web Standards</td>
+                    <td>Andrew Stanovich</td>
+                    <td>1 April 2007</td>
+                  </tr>
+                </tbody>
+              </table>
+            
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C19.html b/wcag21/techniques/css/C19.html new file mode 100644 index 0000000..783d5fa --- /dev/null +++ b/wcag21/techniques/css/C19.html @@ -0,0 +1,86 @@ + + + + + C19: Specifying alignment either to the left OR right in CSS + + + + + + + +

Specifying alignment either to the left OR right in CSS

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient). +

+
+
+

Description

+

This technique describes how to align blocks of text either left or right by setting + the CSS text-align property. +

+
+
+

Examples

+
+

Example 1

+

In the following example, text is aligned left. In the style sheet, define the class:

p.left {text-align: left}

In the content call the up the class.

<p class="left"> Lorem ipsum dolor sit …</p>
+
+

Example 2

+

In the following example, text is aligned right.

p.right {text-align: right}

In the content call the up the class.

<p class="right"> Lorem ipsum dolor sit …</p>
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the text is aligned either left or right.
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C20.html b/wcag21/techniques/css/C20.html new file mode 100644 index 0000000..47b10d5 --- /dev/null +++ b/wcag21/techniques/css/C20.html @@ -0,0 +1,169 @@ + + + + + C20: Using relative measurements to set column widths so that lines can average 80 characters + or less when the browser is resized + + + + + + + + +

Using relative measurements to set column widths so that lines can average 80 characters + or less when the browser is resized +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

CSS

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to ensure that CSS is used in a way that allows users + to view content in such a way that line length can average 80 characters or less. + This makes it possible for users with certain reading or vision disabilities that + have trouble keeping their place when reading long lines of text to view and interact + with the content more efficiently. This technique also allows for column width to + grow wider as font sizes increase, which will reduce the possibility of clipping as + the text size increases.. +

+

+ Note that this technique does not require authors to use CSS to limit the width of + lines of text to less than 80 characters in the default view. Rather, the recommendation + to use relative measurements in CSS layouts helps to ensure that authors do not set + column widths in such a way that makes it impossible for users to view content with + line lengths of 80 characters or less. +

+
+
+

Examples

+
+

Example 1

+

In this example the div width is set in ems in the stylesheet. +

+
+
Note
+
+ +

The CSS property max-width is not supported in versions of Internet Explorer 6 and + below. +

+ +
+ 
#main_content {max-width: 70em}

And the text block would be placed inside the div in the content + 

+<div id="main_content"> 
+  <p>Lorem ipsum dolor sit amet, consectetur adipisicing ...</p>
+</div>
+
+

Example 2

+

In this example the div width is set in percent in the stylesheet + 

#main_content {width: 90%}

And the text block would be placed inside the div in the content + 

+<div id="main_content"> 
+  <p>Lorem ipsum dolor sit amet, consectetur adipisicing ...</p>
+</div>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Test to see that the columns are defined in relative units.
    2. + +
  2. Check to see that line length can be set to 80 characters or less by resizing the + browser window. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C21.html b/wcag21/techniques/css/C21.html new file mode 100644 index 0000000..f229755 --- /dev/null +++ b/wcag21/techniques/css/C21.html @@ -0,0 +1,101 @@ + + + + + C21: Specifying line spacing in CSS + + + + + + + +

Specifying line spacing in CSS

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS

+

This technique relates to:

+ +
+
+

Description

+

Many people with cognitive disabilities have trouble tracking lines of text when a + block of text is single spaced. Providing spacing between 1.5 to 2 allows them to + start a new line more easily once they have finished the previous one. +

+
+
+

Examples

+
+

Example 1

+

Setting the element to 1.5 line height. In the style sheet set the characteristics + of the element. + 

p { line-height: 150%; }

In the content the element will now be 1.5 line height, throughout the document.

<p> Lorem ipsum dolor sit …  </p>
+
+

Example 2

+

Setting a class to 1.5 line height (space-and-a-half line spacing). In the stylesheet, + define the class. + 

p.tall {line-height:150%}

In the content, call up the class = "left".

<p class="tall"> Lorem ipsum dolor sit …  </p>
+
+

Example 3

+

Setting a class to double-spaced line height. In the stylesheet, define the class.

p.tall {line-height:200%}

In the content, call up the class = "right".

<p class="tall"> Lorem ipsum dolor sit …  </p>
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Open content in a browser.
    2. + +
  2. Check that the spacing between lines in blocks of text is between 1.5 and 2.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Test Procedure #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C22.html b/wcag21/techniques/css/C22.html new file mode 100644 index 0000000..9ec487d --- /dev/null +++ b/wcag21/techniques/css/C22.html @@ -0,0 +1,381 @@ + + + + + C22: Using CSS to control visual presentation of text + + + + + + + +

Using CSS to control visual presentation of text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to demonstrate how CSS can be used to control the + visual presentation of text. This will allow users to modify, via the user agent, + the visual characteristics of the text to meet their requirement. The text characteristics + include aspects such as size, color, font family and relative placement. +

+

CSS benefits accessibility primarily by separating document structure from presentation. + Style sheets were designed to allow precise control - outside of markup - of character + spacing, text alignment, object position on the page, audio and speech output, font + characteristics, etc. By separating style from markup, authors can simplify and clean + up the markup in their content, making it more accessible at the same time. +

+

Text within images has several accessibility problems, including the inability to:

+
    + +
  • be scaled according to settings in the browser
    • + +
  • be displayed in colors specified by settings in the browser or rules in user-defined + style sheets +
    • + +
  • honor operating system settings, such as high contrast
    • + +
+

It is better to use real text for the text portion of these elements, and a combination + of semantic markup and style sheets to create the appropriate visual presentation. + For this to work effectively, choose fonts that are likely to be available on the + user's system and define fallback fonts for users who may not have the first font + that is specified. Newer machines and user agents often smooth or anti-alias all text, + so it is likely that your headings and buttons will look nice on these systems without + resorting to images of text. +

+

The following CSS properties are useful to style text and avoid the need for text + in images: +

+
    + +
  • The font-family property is used to display the code aspect in a monospace font family.
    • + +
  • The text-align property is used to display the text to the right of the viewport.
    • + +
  • The font-size property is used to display the text in a larger size.
    • + +
  • The font-style property is used to display text in italics.
    • + +
  • The font-weight property is used to set how thick or thin characters in text should + be displayed. +
    • + +
  • The color property is used to display the color of text or text containers.
    • + +
  • The line-height property is used to display the line height for a block of text.
    • + +
  • The text-transform property is used to control the case of letters in text.
    • + +
  • The letter-spacing property is used to control the spacing of letters in text.
    • + +
  • The background-image property can be used to display text on a non-text background.
    • + +
  • The first-line pseudo class can be used to modify the presentation of the first line + in a block of text. +
    • + +
  • The :first-letter pseudo class can be used to modify the presentation of the first + letter in a block of text. +
    • + +
  • The :before and :after pseudo classes can be used to insert decorative non-text content + before or after blocks of text. +
    • + +
+
+
+

Examples

+
+

Example 1: Using CSS font-family to control the font family for text

+

The XHTML component:

+<p>The Javascript method to convert a string to uppercase is <code>toUpperCase()</code>.</p>
+

The CSS component:

+code { font-family:"Courier New", Courier, monospace }
+
+
+

Example 2: Using CSS text-align to control the placement (alignment) of text

+

The XHTML component:

+<p class="right">This text should be to the right of the viewport.</p>  
+

The CSS component:

+.right { text-align: right; }
+
+
+

Example 3: Using CSS font-size to control the size of text

+

The XHTML component:

+<p>09 <strong class="largersize">March</strong> 2008</p>  
+

The CSS component:

+strong.largersize { font-size: 1.5em; }
+
+
+

Example 4: Using CSS color to control the color of text

+
+
Note
+
+ +

The style used in this example is not used to convey information, structure or relationships.

+ +
+
+

The XHTML component:

+<p>09 <em class="highlight">March</em> 2008</p>  
+

The CSS component:

+.highlight{ color: red; }
+
+
+

Example 5: Using CSS font-style to italicize text

+
+
Note
+
+ +

The style used in this example is not used to convey information, structure or relationships.

+ +
+
+

The XHTML component:

+<p>The article is available in the <a href="http://www.example.com" class="featuredsite">Endocrinology 
+Blog</a>.</p>
+

The CSS component:

+.featuredsite{ font-style:italic; }
+
+
+

Example 6: Using CSS font-weight to control the font weight of the text

+
+
Note
+
+ +

The style used in this example is not used to convey information, structure or relationships.

+ +
+
+

The XHTML component:

+<p>This deal is available <span class="highlight">now!</span></p> 
+

The CSS component:

+.highlight { font-weight:bold; color:#990000; }
+
+
+

Example 7: Using CSS text-transform to control the case of text

+
+
Note
+
+ +

The style used in this example is not used to convey information, structure or relationships.

+ +
+
+

The XHTML component:

+<p>09 <span class="caps">March</span> 2008</p>  
+

The CSS component:

+.caps { text-transform:uppercase; }
+
+
+

Example 8: Using CSS line-height to control spacing between lines of text

+

The CSS line-height property is used to display the line height for the paragraph + at twice the height of the font. +

+

The XHTML component:

+<p>Concern for man and his fate must always form the<br />  
+chief interest of all technical endeavors. <br />
+Never forget this in the  midst of your diagrams and equations. </p>
+

The CSS component:

+p { line-height:2em; }
+

The CSS line-height property is used to display the line height for the text at less + than the height of the font. The second line of text is positioned after the first + line of text and visually appears as though the text is part of the first line but + dropped a little. +

+

The XHTML component:

+<h1 class="overlap"><span class="upper">News</span><br />
+<span class="byline">today</span></h1>
+

The CSS component:

+.overlap { line-height:0.2em;  }
+.upper { text-transform:uppercase; }
+.byline { color:red; font-style:italic; font-weight:bold; padding-left:3em; }
+
+
+

Example 9: Using CSS letter-spacing to space text

+

The CSS letter-spacing property is used to display the letters farther apart in the + heading. +

+

The XHTML component:

+<h1 class="overlap"><span class="upper">News</span><br />
+<span class="byline">today</span></h1>
+

The CSS component:

+.overlap { line-height:0.2em;  }
+.upper { text-transform:uppercase; }
+.byline { color:red; font-style:italic; font-weight:bold; padding-left:3em; letter-spacing:-0.1em; }
+

The CSS letter-spacing property is used to display the letters closer together in + the second line of text. +

+

The XHTML component:

+<h1 class="upper2">News</h1>
+

The CSS component:

+.upper2 { text-transform:uppercase; letter-spacing:1em; }
+
+
+

Example 10: Using CSS background-image to layer text and images

+

The CSS font-style property is used to display the textual component of a banner and + background-image property is used to display a picture behind the text. +

+

The XHTML component:

+<div id="banner"><span id="bannerstyle1">Welcome</span> 
+<span id="bannerstyle2">to your local city council</span></div>
+

The CSS component:

+#banner { 
+  color:white; 
+  background-image:url(banner-bg.gif); 
+  background-repeat:no-repeat; 
+  background-color:#003399; 
+  width:29em; 
+}
+
+#bannerstyle1 { 
+  text-transform:uppercase; 
+  font-weight:bold; 
+  font-size:2.5em;
+}
+
+#bannerstyle2 { 
+  font-style:italic; 
+  font-weight:bold; 
+  letter-spacing:-0.1em;
+  font-size:1.5em; 
+}
+
+

Example 11: Using CSS first-line to control the presentation of the first line of + text +

+

The CSS :first-line pseudo class is used to display the first line of text in a larger, + red font. +

+

The XHTML component:

+<p class="startline">Once upon a time...<br />
+...in a land far, far away...  </p>  
+

The CSS component:

+.startline:first-line { font-size:2em; color:#990000; }
+
+
+

Example 12: Using CSS first-letter to control the presentation of the first letter + of text +

+

The CSS :first-letter pseudo class is used to display the first letter in a larger + font size, red and vertically aligned in the middle. +

+

The XHTML component:

+<p class="startletter">Once upon a time...</p>  
+

The CSS component:

+.startletter:first-letter { font-size:2em; color:#990000; vertical-align:middle; }
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check whether CSS properties were used to control the visual presentation of text + +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C23.html b/wcag21/techniques/css/C23.html new file mode 100644 index 0000000..654ef52 --- /dev/null +++ b/wcag21/techniques/css/C23.html @@ -0,0 +1,172 @@ + + + + + C23: Specifying text and background colors of secondary content such as banners, features + and navigation in CSS while not specifying text and background colors of the main + content + + + + + + + + +

Specifying text and background colors of secondary content such as banners, features + and navigation in CSS while not specifying text and background colors of the main + content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Pages that use CSS.

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient). +

+
+
+

Description

+

Some Web pages use colors to identify different groupings. The objective of this technique + is to allow users to select specific color combinations for the text and background + of the main content while retaining visual clues to the groupings and organization + of the web page. When a user overrides the foreground and background colors of all + the text on a page, visual clues to the grouping and organization of the Web page + may be lost, making it much more difficult to understand and use. +

+

When an author does not specify the colors of the text and background of the main + content, it is possible to change the colors of those regions in the browser without + the need to override the colors with a user style sheet. Specifying the text and background + colors of secondary content means that the browser will not override those colors. +

+

With this technique the author uses the default text color and background color of + the main area. As a result the colors are completely determined by the user agent + via the user's color preferences. The user can ensure that the color selection best + meets his needs and provides the best reading experience. +

+
+
+

Examples

+
+

Example 1

+

An HTML Web page uses CSS to specify the text and background colors of all secondary + content such as navigation bars, menu bars, and the table of contents. Neither the + text color nor background of the main content is specified. The user sets their own + color preferences in the browser so that they view the main content in colors and + contrasts that work well for them. The distinction between the separate sections of + the page are still visually obvious. +

+
+
+

Example 2

+

A music magazine has an article that is blue text on a white background. The site + provides a link near the beginning of the page which assigns a different style sheet + to the page. The new style sheet does not have any colors specified for the text or + background. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. + +

    Change the text, link and background colors in the browser settings so they are different + from the default color and different from those specified in the secondary content. +

    + +
    +
    Note
    +
    + +

    Do not select the option that tells the browser to ignore the colors specified in + the page. +

    + +
    +
    + +
    2. + +
  2. Check that the main content uses the new text, link and background colors.
    3. + +
  3. Check that the colors of the text, links and backgrounds in the secondary content + has not changed. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C24.html b/wcag21/techniques/css/C24.html new file mode 100644 index 0000000..c9dcbcb --- /dev/null +++ b/wcag21/techniques/css/C24.html @@ -0,0 +1,107 @@ + + + + + C24: Using percentage values in CSS for container sizes + + + + + + + +

Using percentage values in CSS for container sizes

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Pages that use CSS.

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient as a way to meet G146: Using liquid layout). +

+
+
+

Description

+

The objective of this technique is to enable users to increase the size of text without + having to scroll horizontally to read that text. To use this technique, an author + specifies the width of text containers using percent values. +

+
+
+

Examples

+
+

Example 1

+

A newspaper has content in the middle of the window. The width of the container for + the content is specified in page percentages, so that when a person with low vision + increases the font size the text reflows inside the browser window at the new size + and there is no need to scroll horizontally. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that all container widths are specified as percentage values.
    2. + +
  2. Increase the text size to 200%.
    3. + +
  3. Check to make sure that horizontal scrolling is not required to read any line of text. + +
    4. + +
  4. Check that all text is still visible on the page.
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1, #3, and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C25.html b/wcag21/techniques/css/C25.html new file mode 100644 index 0000000..0332576 --- /dev/null +++ b/wcag21/techniques/css/C25.html @@ -0,0 +1,165 @@ + + + + + C25: Specifying borders and layout in CSS to delineate areas of a Web page while not specifying + text and text-background colors + + + + + + + + +

Specifying borders and layout in CSS to delineate areas of a Web page while not specifying + text and text-background colors +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Pages that use CSS.

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient). +

+
+
+

Description

+

The intent of this technique is to specify borders and layout using CSS and leave + text and background colors to render according to the user's browser and/or operating + system settings (Please see above note in relation to Safari). This allows users to + view the text in the colors they require while maintaining other aspects of the layout + and page design such as columns of text, borders around sections or vertical lines + between a menu and main content area. It will also prevent some display issues in + some browsers when pages contain Javascript pop-up boxes or drop-down menus and have + the colors overridden. +

+

Borders and layout indicators help many people with cognitive disabilities, as does + flexibility over the text and background colors. Sometimes these two needs are in + conflict when the user has to over-ride the author's color selection of text and background + in the browser and the browser also removes the borders and the intended layout. This + can mean the page is displayed in a single column with one block of content below + the other, which can result in unnecessary whitespace and long lines of text. It can + also mean that pop-up boxes gain a transparent background, superimposing the text + of the box on the text of the page, and drop-down menus either become transparent + or gain a dark-grey background. When a Web author does not specify the colors of any + text and background, while specifying border colors and layout, it is possible, in + most popular browsers, to change the text and background colors without affecting + the other (author-specified) CSS declarations. +

+
+
+

Examples

+
+

Example 1

+

A Web page is designed using HTML. CSS is used to specify border colors around discrete + areas of the page and to layout the content so that the menu floats to the left of + the main content area. Neither the text color nor background is specified. The user + sets their own colors in the browser. They can view the page in colors and contrasts + that work well for them without disrupting the layout. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open the Web page in a browser that allows users to change colors of HTML content. + +
    2. + +
  2. + +

    Change the text, link and background colors in the browser settings so they are different + than those currently set in the browser. +

    + +
    +
    Note
    +
    + +

    Make sure that you do not select the option that tells the browser to ignore the colors + specified in the page. +

    + +
    +
    + +
    3. + +
  3. Return to the page and check that it is displaying the page in the new text, link + and background colors. +
    4. + +
  4. Check that any borders are still displayed and that the layout is retained.
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #3 and Check #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C27.html b/wcag21/techniques/css/C27.html new file mode 100644 index 0000000..f001943 --- /dev/null +++ b/wcag21/techniques/css/C27.html @@ -0,0 +1,166 @@ + + + + + C27: Making the DOM order match the visual order + + + + + + + +

Making the DOM order match the visual order

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

CSS used with HTML and XHTML

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to ensure that the order of content in the source + code is the same as the visual presentation of the content. The order of content in + the source code can be changed by the author to any number of visual presentations + with CSS. Each order may be meaningful in itself but may cause confusion for assistive + technology users. This could be due to the user switching off the author-specified + presentation, by accessing the content directly from the source code (such as with + a screen reader), or by interacting with the content with a keyboard. If a blind user, + who reads the page with a screen reader that follows the source order, is working + with a sighted user who reads the page in visual order, they may be confused when + they encounter information in different orders. A user with low vision who uses a + screen magnifier in combination with a screen reader may be confused when the reading + order appears to skip around on the screen. A keyboard user may have trouble predicting + where focus will go next when the source order does not match the visual order. +

+

There may also be situations where the visually presented order is necessary to the + overall understanding of the page, and if the source order is presented differently, + it may be much more difficult to understand. +

+

When the source order matches the visual order, everyone will read the content and + interact with it in the same (correct) order. +

+
+
Note
+
+ +

The tabindex attribute in HTML has two functions. One is to make an element focusable and the + other is to assign the element a position in the focus order. A tabindex of 0 makes an element focusable, but adds it to the focus order in the order of source + elements. The focus order will follow positive values of tabindex in ascending order. + Setting tabindex values that result in an order different from the order of elements in the Document + Object Model (DOM) can mean the order is incorrect for users of assistive technologies. + This is largely because the tabindex property is specified in the HTML or XHTML and + not the CSS. This may change in future specifications. It may also differ from the + visual presentation order. +

+ +
+
+
+
+

Examples

+
    + +
  • An online newspaper has placed a navigation bar visually in the top left corner of + the page directly below its initial logo. In the source code, the navigation elements + appear after the elements encoding the logo. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Visually examine the order of the content in the Web page as it is presented to the + end user. +
    2. + +
  2. Examine the elements in the DOM using a tool that allows you to see the DOM.
    3. + +
  3. Ensure that the order of the content in the source code sections match the visual + presentation of the content in the Web page. (e.g., for an English language page the + order is from top to bottom and from left to right.) " +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Step #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C28.html b/wcag21/techniques/css/C28.html new file mode 100644 index 0000000..e248350 --- /dev/null +++ b/wcag21/techniques/css/C28.html @@ -0,0 +1,151 @@ + + + + + C28: Specifying the size of text containers using em units + + + + + + + +

Specifying the size of text containers using em units

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

CSS

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to specify the width and/or height of containers, + that contain text or that will accept text input, in em units. This will allow user + agents that support text resizing to resize the text containers in line with changes + in text size settings. +

+

The width and/or height of text containers that have been specified using other units + risk text cropping because it falls outside the container boundaries when the text + size has been increased. +

+

The containers generally control the placement of text within the Web page and can + include layout elements, structural elements and form controls. +

+
+
+

Examples

+
+

Example 1: Em units for sizes for layout container containing text

+

In this example, a div element, with id value of "nav_menu", is used to position the navigation menu along the left-hand + side of the main content area of the Web page. The navigation menu consists of a list + of text links, with id value of "nav_list." The text size for the navigation links and the width of the + container are specified in em units. + 

+#nav_menu { width: 20em; height: 100em }
+
+#nav_list { font-size: 100%; }
+
+
+

Example 2: Em units for text-based form controls

+

In this example, input elements that contain text or accept text input by the user have been given the class + name "form1." CSS rules are used to define the font size in percent units and width + for these elements in em units. This will allow the text within the form control to + resize in response to changes in text size settings without being cropped (because + the width of the form control itself also resizes according to the font size). + 

+input.form1 { font-size: 100%; width: 15em; }
+
+
+

Example 3: Em units in dropdown boxes

+

In this example, select elements have been given the class name "pick." CSS rules are used to define the + font size in percent units and width in em units. This will allow the text within + the form control to resize in response to changes in text size settings without being + cropped. + 

+input.pick { font-size: 100%; width: 10em; }
+
+
+

Example 4: Em units for non-text-based form controls

+

In this example, input elements that define checkboxes or radio buttons have been given the class name "choose." + CSS rules are used to define the width and height for these elements in em units. + This will allow the form control to resize in response to changes in text size settings. + + 

+input.choose { width: 1.2em; height: 1.2em; }
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  • Identify containers that contain text or allow text input.
    • + +
  • Check the container's width and/or height are specified in em units.
    • + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C29.html b/wcag21/techniques/css/C29.html new file mode 100644 index 0000000..288207f --- /dev/null +++ b/wcag21/techniques/css/C29.html @@ -0,0 +1,746 @@ + + + + + C29: Using a style switcher to provide a conforming alternate version + + + + + + + +

Using a style switcher to provide a conforming alternate version

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

CSS used with client-side or server-side scripting.

+

This technique is not referenced from any Understanding document.

+
+
+

Description

+

When some aspect of the default presentation of a Web page does not meet a Success + Criterion, it is possible to meet that requirement using the "Alternate Version" clause + in the conformance requirements (Conformance Requirement 1). For some requirements, + invoking a style switcher via a link or control on the page that can adjust the presentation + so that all aspects of the page conform at the level claimed allows authors to avoid + having to provide multiple versions of the same information. +

+

The objective of this technique is to demonstrate how CSS can be used in combination + with scripting to provide conforming alternate versions of a Web page. In this technique, + an author provides alternative views of the content by providing controls that adjust + the CSS that is used to control the visual presentation of content. Controls provided + within the Web page allow users to select or modify the presentation in a way that + meets the success criterion at the level claimed. This makes it possible for different + visual presentations to be selected by users in situations such as the following: +

+
    + +
  • the user may not be able to adjust browser or operating system settings, due to a + lack of familiarity or rights +
    • + +
  • the text is provided in a manner that does not respond to browser or operating system + settings (such as text within an image) +
    • + +
  • the default presentation of the content does not include sufficient contrast for some + users +
    • + +
+

For this technique to be used successfully, three things must be true.

+
    + +
  1. The link or control on the original page must itself meet the success criteria to + be met via the alternate presentation. For example, if a style switcher is used to + provide increased font sizes and the control is presented using a small font, users + may not be able to activate the control and view the alternate presentation. +
    2. + +
  2. The new page must contain all the same information and functionality as the original + page. +
    3. + +
  3. The new page must conform to all of the Success Criteria for the desired level of + conformance. For example, an alternate stylesheet can not be used to meet one requirement + if it causes a different requirement to no longer conform. +
    4. + +
+

When using a style switcher, it is important to consider the following challenges + and limitations: +

+
    + +
  • The number and type of changes that a user can make is limited to the scope of the + controls provided by the author of the Web page. A variety of presentation and preferences + should be provided in order to address the needs of as wide an audience as possible. + However, it is also important for authors to consider interactions between preferences + and the complexity for users that might result from providing large numbers of options + to users. +
    • + +
  • Maintaining the user's preference from one page to the next may be achieved by storing + a cookie on the user's machine (see Resources section for more information) or by + including their preferences in a profile saved on the Web server by passing a query + string parameter, or by other means. +
    • + +
  • The technical method used to implement a style switcher may be subject to the support + and availability of one or more technologies on the user's machine (for example, many + client-side solutions require support for both JavaScript and CSS). Unless these technologies + are relied upon for conformance, authors should consider using server-side technologies + where client-side support and availability of technologies can not be assured. Alternatively, + the use of techniques which ensure that content will transform gracefully when one + or more of the technologies used are not available can be an effective way to enhance + pages when support for these technologies is not relied upon for conformance. +
    • + +
+
+
+

Examples

+
+

Example 1: Using a JavaScript control to apply a different external CSS file

+

This example is of a page that provides links to change text and background colors + for the page via JavaScript. The links should only be inserted if JavaScript is supported + by and available on the user's system. Otherwise, selecting the links will not result + in the desired changes. This can be achieved by using script to insert the links themselves + (which means that the links would only be present when scripting is supported and + available). +

+

The following code shows the JavaScript-dependent color-change links and a snippet + of other content in the Web page, the associated style sheet rules, and the JavaScript + that changes the style sheet in use when a color-change link is selected. +

+

The example applies only to the current page view. In a production environment, it + would be advisable to save this preference in a cookie or server-side user profile, + so that users would only have to make the selection once per site. +

+

The XHTML components:

+In <head> section:
+
+  <link href="main.css" rel="stylesheet" type="text/css" />
+  <link id="currentCSS" href="defaultColors.css" rel="stylesheet" type="text/css" />
+
+In <body> section:
+
+<div id="colorswitch">
+<p>Change colors:</p>
+  <ul class="inline">
+    <li><a href="#" onClick="javascript:changeColors('altColors1.css');return false;" 
+      id="altColors1">dark blue on white</a></li>
+    <li><a href="#" onClick="javascript:changeColors('altColors2.css');return false;" 
+      id="altColors2">yellow on black</a></li>
+    <li><a href="#" onClick="javascript:changeColors('altColors3.css');return false;" 
+      id="altColors3">black on pale yellow</a></li>
+    <li><a href="#" onClick="javascript:changeColors('altColors4.css');return false;" 
+      id="altColors4">black on white</a></li>
+    <li><a href="#" onClick="javascript:changeColors('defaultColors.css');return false;" 
+      id="default">Reset to default</a></li>
+  </ul>
+</div>
+<div id="mainbody">
+  <h1>Conference report</h1>
+  <p>Last week's conference presented an impressive line-up of speakers...</p>
+</div>
+
+

The CSS components:

+In main.css:
+
+body{ font-family: Geneva, Arial, Helvetica, sans-serif; margin: 2em; }
+
+#mainbody { 
+    padding: 1em; 
+}
+
+#colorswitch {
+    float: right; 
+    width: 12em; 
+    border: 1px #000066 solid; 
+    padding:0 1em 1em 1em; margin:0;
+}
+
+#colorswitch p { 
+    padding-top:.5em; 
+    font-weight:bold;
+}
+
+In defaultColors.css:
+
+body, p { 
+    color:#000000; 
+    background-color:#FFFFFF; 
+}
+
+h1, h2, h3 {
+        color:#990000; 
+        background-color:#FFFFFF;
+}
+
+In altColors1.css:
+
+body, h1, h2, h3, p, a { 
+    color:#000066; 
+    background-color:#FFFFFF; 
+}
+
+In altColors2.css:
+
+body, h1, h2, h3, p, a { 
+    color:#FFFF33; 
+       background-color:#000000; 
+}
+
+In altColors3.css:
+
+body, h1, h2, h3, p, a { 
+    color:#000000; 
+    background-color:#FFFF99; 
+}
+
+In altColors4.css:
+
+body, h1, h2, h3, p, a { 
+    color:#000000; 
+    background-color:#FFFFFF; 
+}
+

The JavaScript components:

+function changeColors (newCSS)
+{
+  document.getElementById('currentCSS').href = newCSS; 
+}
+

A working example of this code, Using a JavaScript control to apply a different external CSS file, is available. +

+
+
+

Example 2: Using a client-side JavaScript to change a CSS property

+

This example can be used for simple changes to a section of content and may be less + practical for complex sites or pages. The example uses a client-side JavaScript to + change the class name to visually present the user's color selection (from a defined + set of options) as a background for highlighting specific content. +

+
+
Note
+
+ +

The following code includes JavaScript calls within the XHTML code to aid understanding + of the technique. However, the author is encouraged to use current best practice for + including JavaScript (see resources for more information about Unobtrusive JavaScript + and progressive enhancement). +

+ +
+
+

The XHTML components:

+<h1>Product comparison</h1>
+<p>The products you selected to compare are listed below. 
+Any differences between the products are highlighted and italicized.</p>
+<p class="inlinePara">Change hightlight color: </p>
+<ul class="inline">
+  <li><a href="#" onClick="changeColor('hghltLightYellow');return false;" 
+    class="hghltLightYellow">light yellow</a></li>
+  <li><a href="#" onClick="changeColor('hghltBrightYellow');return false;" 
+    class="hghltBrightYellow">bright yellow</a></li>
+  <li><a href="#" onClick="changeColor('hghltLightBlue');return false;" 
+    class="hghltLightBlue">light blue</a></li>
+  <li><a href="#" onClick="changeColor('hghltBrightBlue');return false;" 
+    class="hghltBrightBlue">bright blue</a></li>
+  <li><a href="#" onClick="changeColor('hghltLightRed');return false;" 
+    class="hghltLightRed">light red</a></li>
+  <li><a href="#" onClick="changeColor('hghltDrkRed');return false;" 
+    class="hghltDrkRed">dark red</a></li>
+</ul>
+<table width="400" border="1">
+  <tr>
+    <td> </td>
+    <th scope="col">Product 1</th>
+    <th scope="col">Product 2</th>
+  </tr>
+  <tr>
+    <th scope="row">Aspect 1</th>
+    <td>Yes</td>
+    <td>Yes</td>
+  </tr>
+  <tr>
+    <th scope="row">Aspect 2</th>
+    <td class="hghltLightYellow">Yes</td>
+    <td class="hghltLightYellow">No</td>
+  </tr>
+  <tr>
+    <th scope="row">Aspect 3</th>
+    <td>Yes</td>
+    <td>Yes</td>
+  </tr>
+</table>
+
+

The CSS components:

+body { color:#000000; background-color:#FFFFFF; }
+
+.hghltLightYellow { color: #000000; background-color: #FFFF99; font-style:oblique; }
+.hghltBrightYellow { color: #000000; background-color: #FFFF00; font-style:oblique; }
+.hghltLightBlue { color: #000000; background-color: #33FFFF; font-style:oblique; }
+.hghltBrightBlue { color: #FFFFFF; background-color: #0000FF; font-style:oblique; }
+.hghltLightRed { color: #000000; background-color: #FF6266; font-style:oblique; }
+.hghltDrkRed { color: #FFFFFF; background-color: #993300; font-style:oblique; }
+
+.inlinePara {display:inline; }
+.inline {display: inline; margin-left:0px; padding-left:0px; line-height:3em; }
+.inline li { display:inline; }
+.inline li a {padding: 0.5em 1em; border: 2px solid #000000; }
+
+

The JavaScript components:

+function changeColor(hghltColor)
+{
+  // collects table data cells into an array
+ 
+ var els = document.getElementsByTagName('td');
+
+  // for each item in the array, look for a class name starting with "hghlt"
+  // if found, change the class value to the current selection
+  // note that this script assumes the  'td' class attribute is only used for highlighting
+
+  for (var i=0; i<els.length; i++)
+  {
+    if (els[i].className.indexOf("hghlt") == 0) { els[i].className = hghltColor; }
+  }
+}
+
+

A working example of this code, Using a client-side JavaScript to change a CSS property, is available. +

+
+
+

Example 3: Using PHP $_GET to apply a different external CSS file

+

This simple example uses PHP $_GET to assign one of two available external style sheets. + Similar functionality could be achieved using a variety of PHP features. The example + applies only to the current page view. In a production environment, it would be advisable + to save this preference in a cookie or server-side user profile, so that users would + only have to make the selection once per site. +

+

The following code is PHP, but a similar approach would work with a variety of server-side + technologies. +

+

The PHP and XHTML components: 

+At the beginning of the PHP page:
+
+<?php
+$thestyle = $_GET['set'];
+if ($thestyle == "style1")
+	{
+	$thestyle = "style2";
+	}
+else
+	{
+	$thestyle = "style1";
+	}
+?>
+
+In the <head> section:
+
+   <link rel="stylesheet" type="text/css" media="screen" href="<?php echo($thestyle);?>.css" >
+
+In <body> section:
+
+<?php
+if ($thestyle == "style1") {
+	echo "<a href=\"index.php?set=style1\">Switch to Style Sheet Two</a>";
+	}
+else {
+	echo "<a href=\"index.php?set=style2\">Switch to Style Sheet One</a>";
+	}
+?>
+
+<div id="mainbody">
+  <h1>Conference report</h1>
+  <p>Last week's conference presented an impressive line-up of speakers...</p>
+</div>
+
+

The CSS components: 

+In style1.css:
+
+  body, p { color:#000000; background-color:#FFFFFF; }
+  h1, h2, h3 {color:#990000; background-color:#FFFFFF; }
+
+In style2.css:
+
+  body, h1, h2, h3, p, a { color:#FFFF00; background-color:#000000; }
+
+

A working example of this code, Using PHP $_GET to apply a different external CSS file, is available. +

+
+
+

Example 4: Using JSP to provide an alternative style sheet

+

The example below uses two files

+
    + +
  • a Java Server Page (JSP) with the form and the form processing code, and
    • + +
  • an include file with functions used by the previous page and in other pages use the + same style. +
    • + +
+

The server-side code outputs a normal link element for the stylesheet that the user + chooses and link elements with "alternate stylesheet" for the other styles. The code + can thus be used as a fallback for the client-side code in the second example. +

+

The JSP page with the form: 

+ <%@ page language="java" contentType="text/html; charset=UTF-8" pageEncoding="UTF-8"
+ %><%@include file="_jsp/styleswitch.jsp"%><?xml version="1.0" encoding="UTF-8"?>
+ <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" 
+   "https://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
+ <html xmlns="http://www.w3.org/1999/xhtml" lang="en" xml:lang="en">
+ <head>
+   <meta content="text/html; charset=utf-8" http-equiv="Content-Type" />
+   <title>Change Style</title>
+   <%
+     String fStyle = "";
+     String styleName = "style";
+     String defaultStyle = "default";
+     Cookie[] cookies = request.getCookies();
+ 
+     // get style from post request parameters
+     if (request.getMethod().equals("POST") && request.getParameter("styleSelect") != null) {
+       fStyle = request.getParameter("styleSelect");
+       // code that validates user input (security) not shown
+       
+       if (fStyle.equals("nostyle")) { // user prefers no author style
+       } else { // user requests author style
+         out.println(createStyleLinks(fStyle).toString());
+       }
+       
+       storeStylePreferenceCookie(request, response, fStyle);
+     } else if (request.getMethod().equals("GET")) { 
+     // GET request; get style from cookie; else default style links
+       // get style from cookie
+       if (cookies != null) {
+         // get style from cookies
+         fStyle = getStyleFromCookies(cookies);
+ 
+         if ( !fStyle.equals("NULL_STYLE") ) { // user requests author style
+             out.println(createStyleLinks(fStyle).toString());
+         } else { // no cookie for style; process request for style preference
+           // default style links
+           out.println(createStyleLinks(defaultStyle).toString());
+         }
+       } else { // GET request without cookies: default styles
+         out.println(createStyleLinks(defaultStyle).toString());
+       }//end else cookies
+     }
+   %>
+ </head>
+ <body id="home">
+   <form action="_styleSwitch.jsp" method="post" id="styleswitchform" name="styleswitchform">
+     <p><label for="styleSelect">Select style: </label>
+       <select id="styleSelect" name="styleSelect">
+         <option value="default">Default (shades of green)</option>
+         <option value="wonb">White on black</option>
+         <option value="bonw">Black on white</option>
+       </select>
+       <input type="submit" value="Change Style" />
+     </p>
+   </form>
+ </body>
+ </html>
+

The styleswitcher.jsp file included in the previous file: 

+ <%@ page language="java" contentType="text/html; charset=UTF-8" pageEncoding="UTF-8"%>
+ <%!
+   /**
+    * Get the links (link elements) to the CSS files based on cookies, ...
+   */
+   private String getStyleLinks(HttpServletRequest request) {
+     String styleLinks = "";
+     Cookie[] cookies = request.getCookies();
+     String defaultStyle = "default";
+     String tempStyle = "";
+     // GET request; get style from cookie; else default style links
+     // get style from cookie
+     if (cookies != null) {
+       // get style from cookies
+       tempStyle = getStyleFromCookies(cookies);
+ 
+       if ( tempStyle.equals("NULL_STYLE") ) { 
+         // no cookie for style; process request for style preference
+         // default style links
+         styleLinks = createStyleLinks(defaultStyle).toString();
+       } else { // user requests author style
+         styleLinks = createStyleLinks(tempStyle).toString();
+       }
+     } else { // GET request without cookies: default styles
+       styleLinks = createStyleLinks(defaultStyle).toString();
+     }//end else cookies
+     
+     return styleLinks;
+   }
+ 
+   /**
+    * Get style cookie from request
+   */
+   private String getStyleFromCookies( Cookie[] cookies ) {
+     String fStyle = "NULL_STYLE";
+     for (int i = 0; i < cookies.length; i++) {
+       Cookie cookie = cookies[i];
+       String name = cookie.getName();
+       
+       if ( name.equals("style") ) {
+         fStyle = cookie.getValue();
+         // code that validates cookie value (security) not shown
+       }
+     }
+     return fStyle;
+   }
+ 
+   /**
+    * Store the style preference in a persistent cookie
+   */
+   private void storeStylePreferenceCookie(HttpServletRequest request, 
+     HttpServletResponse response, String theStyle) {
+     final int ONE_YEAR = 60 * 60 * 24 * 365;
+     Cookie styleCookie = new Cookie("style", theStyle);
+     styleCookie.setMaxAge(ONE_YEAR);
+     response.addCookie(styleCookie);
+   }
+ 
+   /**
+    * Create the link elements for the stylesheets
+   */
+   private StringBuffer createStyleLinks(String prefStyle) {
+     StringBuffer theStyleLinks = new StringBuffer();
+     //two-dimensional array with identifiers (adding '.css' gives the name of the CSS file) 
+     // and strings for the title attribute of the link element
+    // the identifiers must correspond to the in the "value" attributes in the "option"
+    // elements in the style switcher form
+     String [] [] styles = {
+       { "default", "Default style"},
+       { "wonb", "White on black"},
+       { "bonw", "Black on white"}
+     };
+ 
+     // loop over 2dim array: if styles[i][1] matches prefStyle, 
+     // output as normal, else as alternate stylesheet
+     for (int i = 0; i < styles.length; i++) {
+       if ( styles[i][0].equals(prefStyle) ) { // output pref stylesheet as normal stylesheet
+         theStyleLinks.append("<link rel=\"stylesheet\" href=\"_css/").append(styles[i][0])
+           .append(".css\" title=\"").append(styles[i][1]).append("\" type=\"text/css\" />").append("\n");
+       } else { // output other stylesheets as alternate stylesheets
+         theStyleLinks.append("<link rel=\"alternate stylesheet\" href=\"_css/")
+           .append(styles[i][0]).append(".css\" title=\"").append(styles[i][1])
+           .append("\" type=\"text/css\" />").append("\n");
+       }
+     } // end for loop
+ 
+     return theStyleLinks;
+   }
+ %>
+

Other JSP pages can use this code by means of the following include and scriptlet + code: + 

+ <%@include file="_jsp/styleswitch.jsp"%><% out.println(getStyleLinks(request)); %>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +

Using cookies

+ +

A user's selection can be made persistent across pages, and from one visit to another, + by storing information on the user's computer via a cookie. This functionality requires + cookies to be supported by and allowed on the user's computer. Cookies can be created, + read, modified and erased by using client-side scripts, such as Javascript, or by + server-side scripts, such as CGI scripts. Reliance on client-side technologies will + require the support and availability of the technology on the user's computer in addition + to supporting and allowing cookies. +

+ +

Information on creating and using cookies can be found on the web. Here are some suggestions: + +

+ + + +

It is recommended that authors test for cookie support and provide an extra control + if cookies are not supported. This extra control should include information about + the persistence of the selection, such as "Apply selection to all pages". The message + or page presented to the user in response to selecting the extra control provides + information about the cookie requirement and their options for solving it. In the + event that the user is unable to turn cookie support on, include a statement about + what this will mean for them if they choose to continue to browse the site and provide + information about how they can adjust their user agent to achieve similar results. + +

+ +

For example, "Your browser is not configured to accept cookies. On this site, cookies + are required in order to apply your selected changes across all of the pages of the + site. To find out how to enable cookies on your computer, visit How to Enable Cookies. Note that this may require administrative rights for the computer you are using. + Without cookie support, your settings will not persist to include other pages on this + site. We are endeavoring to provide this functionality without relying on your computer's + capability. In the meantime, you will be able to select the change for each page that + you visit." +

+ +
+
+ +

Progressive Enhancement and Unobtrusive Javascript

+ +

Current best practice for implementing JavaScript in an HTML or XHTML page is to use + it in a way that separates the behavior of content from its structure and presentation. + The terms 'Progressive Enhancement' and 'Unobtrusive JavaScript' are often used to + describe scripts that enhance or improve the functionality of a page, yet transform + gracefully so that content continues to function even when JavaScript is not supported. +

+ +

Here are some suggested starting points for more information:

+ + + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the Web page contains controls that allow users to select alternate presentations. + +
    2. + +
  2. Check that the control changes the presentation by modifying individual CSS style + properties or by activating an alternate style sheet. +
    3. + +
  3. Verify that the resulting page is a conforming alternate version for the original + page. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C30.html b/wcag21/techniques/css/C30.html new file mode 100644 index 0000000..ef12a88 --- /dev/null +++ b/wcag21/techniques/css/C30.html @@ -0,0 +1,232 @@ + + + + + C30: Using CSS to replace text with images of text and providing user interface controls + to switch + + + + + + + + +

Using CSS to replace text with images of text and providing user interface controls + to switch +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that supports CSS.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to demonstrate how CSS can be used to replace structured + HTML text with images of text in a way that makes it possible for users to view content + according to their preferences. To use this technique, an author starts by creating + an HTML page that uses semantic elements to mark up the structure of the page. The + author then designs two or more stylesheets for that page. One stylesheet presents + the HTML text as text and the second uses CSS features to replace some of the HTML + text with images of text. Finally, through the use of server-side or client-side scripting, + the author provides a control that allows the user to switch between the available + views. +

+

This technique can be used to meet Success Criterion 1.4.5 or 1.4.9 if a presentation + that does not include images of text is available and as long as the user interface + control that is provided to allow users to switch to an alternate presentation meets + the relevant criteria. Where possible, authors should deliver the presentation that + does not include images of text as the default presentation. In addition, the control + used to switch should be located near the beginning of the page. +

+

A variety of "image replacement" techniques have been developed to address a variety + of user agent, configuration and compatibility with assistive technology issues (See + resources for more information). While there are a variety of approaches authors may + use to replace text, it is important to consider compatibility with assistive technology, + whether the technique will work correctly if scripting, CSS, images (or combinations + of these) are turned off. Since it can be difficult to find a single solution that + works in all cases, this technique recommends the use of a control that allows users + to switch to a presentation that does not include an image replacement technique. + +

+
+
Note
+
+ +

This technique can be used in combination with a style switching technique to present + a page that is a conforming alternate version for non-conforming content. Refer to and Understanding Conforming Alternate Versions for more information. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

A design studio site uses a style switcher to allow users to view two presentations + of their home page. For the default version, the heading text is replaced with images + of text. A control on the page allows users to switch to a version that presents the + headings as text. +

+

The CSS component: 

...
+<div id="Header"> 
+  <h1><span>Pufferfish Design Studio</span></h1> 
+  <h2><span>Surprising Identity and Design Solutions</span></h2> 
+  </div> 
+...
+

The CSS for the presentation that includes images of text follows. Note that the CSS + uses positioning to place the contents of the heading elements offscreen so that the + text remains available to screen reader users. + 

...
+#Header h1 {
+	background-image: url(pufferfish-logo.png);
+	height: 195px;
+	width: 290px;
+	background-repeat: no-repeat;
+	margin-top: 0;
+	position: absolute;
+	}
+#Header h1 span {
+	position: absolute;
+        left: -999em;
+	}
+#Header h2 {
+	background-image: url(beauty.png);
+	background-repeat: no-repeat;
+	height: 234px;
+	width: 33px;
+	margin-left: 8px;
+	position: absolute;
+	margin-top: 250px;
+	}
+#Header h2 span {
+	position: absolute;
+        left: -999em;
+	}
+

The CSS for the presentation that does not include images of text. 

...
+#Header h1 {
+	font: normal 200%/100% Garamond, "Times New Roman", serif;
+	margin-bottom: 0;
+	color: #000099;
+	background: #ffffff;
+	}
+
+#Header h2 {
+	font: normal 160%/100% Garamond, "Times New Roman", serif;
+	margin-bottom: 0;
+	color: #336600;
+	background: #ffffff;
+	}
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the Web page includes a control that allows users to select an alternate + presentation. +
    2. + +
  2. Check that when the control is activated the resulting page includes text (programmatically + determined text) wherever images of text had been used. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C31.html b/wcag21/techniques/css/C31.html new file mode 100644 index 0000000..be77e61 --- /dev/null +++ b/wcag21/techniques/css/C31.html @@ -0,0 +1,230 @@ + + + + + C31: Using CSS Flexbox to reflow content + + + + + + + +

Using CSS Flexbox to reflow content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using technologies that support Cascading Style Sheets (CSS). +

+

This technique relates to Success Criterion 1.4.10: Reflow (Sufficient). +

+
+
+

Description

+

The objective of this technique is to be able to present content without introducing + a horizontal scroll bar at a width equivalent to 320 CSS pixels, or a vertical scroll + bar at a height equivalent to 256 CSS pixels for text intended to scroll horizontally. + This is done by using layout techniques that adapt to the available viewport space. +

+

Flexbox layouts define layout regions that reflow as needed to display the region on the screen. + Although the exact layout therefore varies, the relationship of elements and the reading + order remains the same when done right. This is an effective way to create designs + that present well on different devices and for users with different zoom preferences. +

+

The basic principles of flexbox layouts are to:

+
    + +
  1. Define the size of layout regions using flexbox properties and media queries for specific + viewport sizes, so they enlarge, shrink or wrap in the available space and respond + to zoom levels; +
    2. + +
  2. Position the layout regions in the flexbox container as a row of adjacent flexbox + items, which may wrap to new rows as needed in much the same way as words in a paragraph + wrap. +
    3. + +
+
+
Note
+

Flexbox has the possibility to cause a keyboard navigation disconnect by using the + order and reverse properties. The CSS Flexible Box Layout module warns against resequencing content logic as they cause incorrect source ordering and are + non-conforming. +

+
+
+
+

Examples

+
+

Example 1: Example 1: Medium complex flexbox layout in HTML and CSS

+

The following medium complex example uses HTML and CSS to create a flexbox layout. + The layout regions adjust their size as the viewport is adjusted. When the total viewport + width matches the width defined via media queries, columns wrap to be positioned below, + rather than beside each other or vice versa. +

+

The zoom level can be increased to 400% without requiring scrolling in more than one + direction. This particular example uses percent sizes for the flex items by using + the "flex-basis" property and are laid out in source order. + 


+  <!DOCTYPE html>
+  <html lang="en">
+    <head>
+    <meta charset="UTF-8">
+    <title>Using CSS Flexbox for Reflow</title>
+    <style>
+
+    /* Reflow Styling */
+
+    .row {
+      width: 100%;
+      display: flex;
+      flex-flow: row wrap;
+    }
+
+    .row-nested {
+      width: calc(100% + 2rem);
+      margin: 0 -1rem 1rem -1rem;
+    }
+
+    .col {
+      padding: 1rem;
+      flex: 0 1 100%;
+    }
+
+    @media all and (min-width: 576px) {
+      .col-panel {
+        flex: 0 1 50%;
+        padding-bottom: 0.25rem;
+      }
+    }
+
+    @media all and (min-width: 992px) { 
+      main[role="main"] {
+        flex: 0 1 66.333333%;
+      }
+      aside[role="complementary"] {
+        flex: 0 1 33.333333%;
+        margin-top: 0;
+      }
+    }
+
+    </style>
+
+    </head>
+
+    <body class="row">
+
+      <header role="banner" class="col">
+        ...
+      </header>
+
+      <main role="main" class="col">
+        ...
+        ...     
+        <div class="row row-nested">
+          <div class="col col-panel">
+            ...
+          </div>
+          <div class="col col-panel">
+            ...
+          </div>
+        </div>
+      </main>
+
+      <aside role="complementary" class="col">
+        ...
+      </aside>
+
+      <footer role="contentinfo" class="col">
+        ...
+      </footer>
+
+    </body>
+  </html>

Working example: Using CSS Flexbox for Reflow

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+
    + +
  1. Display the web page in a user agent capable of 400% zoom and set the viewport dimensions + (in CSS pixels) to 1280 wide and 1024 high. +
    2. + +
  2. Zoom in by 400%.
    3. + +
  3. For content read horizontally, check that all content and functionality is available + without horizontal scrolling. +
    4. + +
  4. For content read vertically, check that all content and functionality is available + without vertical scrolling. +
    5. + +
+
+
Note
+

If the browser is not capable of zooming to 400%, you can reduce the width of the + browser proportionally. For example, at 300% zoom the viewport should be sized to + 960px wide. +

+
+
+
+

Expected Results

+

#3 and #4 are true.

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C32.html b/wcag21/techniques/css/C32.html new file mode 100644 index 0000000..cc4fbcb --- /dev/null +++ b/wcag21/techniques/css/C32.html @@ -0,0 +1,248 @@ + + + + + C32: Using media queries and grid CSS to reflow columns + + + + + + + +

Using media queries and grid CSS to reflow columns

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using technologies that support Cascading Style Sheets (CSS). +

+

This technique relates to Success Criterion 1.4.10: Reflow (Sufficient). +

+
+
+

Description

+

The objective of this technique is to be able to present content without introducing + a horizontal scroll bar at a width equivalent to 320 CSS pixels, or a vertical scroll + bar at a height equivalent to 256 CSS pixels for text intended to scroll horizontally. + This is done by using layout techniques that adapt to the available viewport space. +

+

Grid layouts define layout regions that reflow as needed to display the region on the screen. + Although the exact layout therefore varies, the relationship of elements and the reading + order remains the same when done right. This is an effective way to create designs + that present well on different devices and for users with different content-size preferences. +

+

The basic principles of grid layouts are to:

+
    + +
  1. Define the size of layout regions using grid properties and media queries for specific + viewport sizes, so they enlarge, shrink or wrap in the available space and respond + to zoom levels; +
    2. + +
  2. Position the layout regions in the grid container as a row of adjacent grid items, + which may wrap to new rows as needed in much the same way as words in a paragraph + wrap. +
    3. + +
+
+
Note
+

Use of grid layout CSS can cause a keyboard navigation disconnect by making the visual + layout and source-code order different. The CSS Grid Layout Module Level 1 warns against re-ordering content by grid item placement as they cause an incorrect focus + order for keyboard users and others. +

+
+
+
+

Examples

+
+

Example 1: Example 1: Grid layout in HTML and CSS - Medium complexity

+

The following medium complexity example uses HTML and CSS to create a grid layout. + The layout regions adjust their size as the viewport is adjusted. When the total viewport + width matches the width defined via media queries, columns wrap to be positioned below, + rather than beside each other or vice versa. +

+

The zoom level can be increased to 400% without requiring scrolling in more than one + direction. This particular example uses fr units as a fraction of the free space of + the grid container for the grid items by using the "grid-template-columns" property + and are laid out in source order. + 


+  <!DOCTYPE html>
+    <html lang="en">
+      <head>
+        <meta charset="UTF-8">
+        <title>CSS: Using media queries and grid CSS to reflow columns</title>
+        <style>
+
+        /* Reflow Styling */
+        header[role="banner"]       { grid-area: header; }
+        main[role="main"]           { grid-area: main; }
+        aside[role="complementary"] { grid-area: aside; }
+        footer[role="contentinfo"]  { grid-area: footer; }
+
+        .grid,
+        .subgrid {
+          display: grid;
+          grid-template-columns: minmax(0, 1fr);
+        }
+
+        .grid {
+          grid-template-areas:
+          'header'
+          'main'
+          'aside'
+          'footer';
+          width: 100%;
+        }
+
+        .subgrid {
+          width: calc(100% + 2rem);
+          margin: 0 -1rem;
+        }
+
+        .grid-item,
+        .subgrid-item {
+          padding: 1rem;
+        }
+
+        @media all and (min-width: 576px) {
+          .subgrid {
+            grid-template-columns: minmax(0, 1fr) minmax(0, 1fr);
+            margin-bottom: 1rem;
+          }
+          .subgrid-item {
+            padding-bottom: 0.25rem;
+          }
+        }
+
+        @media all and (min-width: 992px) { 
+          .grid {
+            grid-template-areas:
+              'header header header'
+              'main main aside'
+              'footer footer footer';
+            grid-template-columns: minmax(0, 1fr) minmax(0, 1fr) minmax(0, 1fr);
+          }
+        }
+
+        </style>
+
+      </head>
+
+      <body class="grid">
+
+        <header role="banner" class="grid-item">
+          ...
+        </header>
+
+        <main role="main" class="grid-item">        
+          ...
+          ...
+          <div class="subgrid">
+            <div class="subgrid-item">
+              ...
+            </div>
+            <div class="subgrid-item">
+              ...
+            </div>
+          </div>
+        </main>
+
+        <aside role="complementary" class="grid-item">
+          ...
+        </aside>
+
+        <footer role="contentinfo" class="grid-item">
+          ...
+        </footer>
+
+      </body>
+    </html>
+

Working example: Using media queries and grid CSS to reflow columns

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+
    + +
  1. Display the web page in a user agent capable of 400% zoom and set the viewport dimensions + (in CSS pixels) to 1280 wide and 1024 high. +
    2. + +
  2. Zoom in by 400%.
    3. + +
  3. For content read horizontally, check that all content and functionality is available + without horizontal scrolling. +
    4. + +
  4. For content read vertically, check that all content and functionality is available + without vertical scrolling. +
    5. + +
+
+
Note
+

If the browser is not capable of zooming to 400%, you can reduce the width or height + of the browser proportionally. For example, at 300% zoom the viewport should be sized + to 960px wide. +

+
+
+
+

Expected Results

+

Check that #3 and #4 are true.

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C33.html b/wcag21/techniques/css/C33.html new file mode 100644 index 0000000..ff52f70 --- /dev/null +++ b/wcag21/techniques/css/C33.html @@ -0,0 +1,128 @@ + + + + + C33: Allowing for Reflow with Long URLs and Strings of Text + + + + + + + +

Allowing for Reflow with Long URLs and Strings of Text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique is applicable to Cascading Style Sheet / HTML technologies.

+

This technique relates to Success Criterion 1.4.10: Reflow (Sufficient). +

+
+
+

Description

+

Long sets of characters without a space, such as URLs shown as content, can break + reflow when the page is zoomed. The objective of this technique is to present URLs + without introducing a horizontal scroll bar at a width equivalent to 320 CSS pixels + or a vertical scroll bar at a height equivalent to 256 CSS pixels. This is done by + using CSS techniques that adapt to the available viewport space. Note: Using a human + readable text link, rather than a long URL, is better for usability and accessibility. +

+

By default most browsers will wrap long URLs at the following characters:

+
    + +
  • "-" Hyphen
    • + +
  • " " Space
    • + +
  • "?" Question (IE, Chrome, Safari)
    • + +
  • "&" Ampersand (Firefox only)
    • + +
+

Sometimes these are not enough to ensure that long URLs will not overflow the viewport.

+
+
+

Examples

+
+

Example 1: Breaking long URLs

+

Using the following CSS will cause long URLs to break at appropriate places (hyphens, + spaces, etc.) and within words without causing reflow. +

+

List of CSS declarations used and why they are used:

+
    + +
  • overflow-wrap: break-word: Allows words to be broken and wrapped within words. +
    • + +
  • word-wrap: break-word: Allows words to be broken and wrapped within. (Microsoft only) +
    • + + 
    a {overflow-wrap: break-word;}
+
Note
+

IE and Edge only support this declaration when used with the * (wildcard) selector

+ 
    * { word-wrap: break-word;}

Working Example

+
+
+
+

Tests

+
+

Procedure

+

For strings of text that are wider than 320px check:

+
    + +
  1. Display the web page in a user agent capable of 400% zoom and set the viewport dimensions + (in CSS pixels) to 1280 wide and 1024 high. +
    2. + +
  2. Zoom in by 400%.
    3. + +
  3. For content read horizontally, check that all content and functionality is available + without horizontal scrolling. +
    4. + +
  4. For content read vertically, check that all content and functionality is available + without vertical scrolling. +
    5. + +
+
+
Note
+

If the browser is not capable of zooming to 400%, you can reduce the width of the + browser proportionally. For example, at 300% zoom the viewport should be sized to + 960px wide. +

+
+
+
+

Expected Results

+

#3 and #4 are true.

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C34.html b/wcag21/techniques/css/C34.html new file mode 100644 index 0000000..3d37f94 --- /dev/null +++ b/wcag21/techniques/css/C34.html @@ -0,0 +1,214 @@ + + + + + C34: Using media queries to un-fixing sticky headers / footers + + + + + + + +

Using media queries to un-fixing sticky headers / footers

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique is applicable to Cascading Style Sheet / HTML technologies.

+

This technique relates to Success Criterion 1.4.10: Reflow (Advisory). +

+
+
+

Description

+

The objective of this technique is to be able to present content with sticky headers + and footers when there is enough space. This is done by using min-height, max-height and min-width media queries techniques that adapt to the available space of the viewport. +

+

Sticky regions always stay visible in the viewport while the other content will disappear + underneath when scrolling. In terms of content visibility, this is often not a problem + on the desktop and on mobile devices in portrait orientation. However, when using + mobile devices in landscape orientation or when zooming in on the desktop, sticky + regions may block a big portion of the screen: the height of the sticky region may + leave only a small part of the screen for the display of page content. +

+

Disabling, or un-fixing sticky regions, is an effective way to allow for enough available + space when users prefer different reading and zoom preferences or when using landscape + mode. +

+
+
Note
+

Be aware that sticky regions can create disadvantages for keyboard users and should + therefore be used judiciously. The problem for keyboard users tabbing through a page + with a fixed header is that once the page has started to scroll, tabbing backwards + to reach interactive elements higher up on the page will often mean that the focus + becomes invisible once it moves behind the sticky header. Users must then scroll up + to be able to see the focus, something they may not necessarily be aware of. In the + same way the visible focus can disappear behind a sticky footer, so users would need + to scroll down to be able to see their focus position, which is a major inconvenience. +

+
+

The basic approach for un-fixing sticky headers / footers is to:

+
    + +
  1. Define the first sticky regions using media query min-height properties, so they get fixed or un-fixed depending on the available space; +
    2. + + +
  2. Define other sticky regions using media query min-width and max-height properties for specific viewport sizes, so they get fixed or un-fixed depending on + the available space, e.g. for tablets depending on the portrait or landscape position + of the device; +
    3. + +
+
+
+

Examples

+
+

Example 1: Un-fix sticky headers / footers in HTML and CSS

+

The following example uses HTML and CSS to un-fix sticky headers / footers. + + The sticky regions get un-fixed as the height of the viewport is limited or the orientation + is changed. + + When the min-height property matches the viewport space defined via media queries, regions which are + not sticky get fixed or vice versa. This particular example uses the CSS min-height, max-height and min-width media query properties. + 


+<!DOCTYPE html>
+<html lang="en">
+  <head>
+    <meta charset="UTF-8">
+    <title>Using media queries to un-fix sticky headers / footers</title>
+    <style>
+
+    /* Sticky Styling */
+
+    header { min-height: 130px; }
+
+    @media (min-height: 480px) {
+      header {
+        position: -webkit-sticky;
+        position: sticky;
+        top: 0;
+      }
+    }
+
+    @media (min-device-width: 576px) and (max-device-width: 1024px) and (orientation: landscape) {
+      header {
+        position: static;
+      }
+    }
+
+    footer { min-height: 130px; }
+
+    @media (min-height: 480px) {
+      footer {
+        position: -webkit-sticky;
+        position: sticky;
+        bottom: 0;
+      }
+    }
+
+    @media (min-device-width: 576px) and (max-device-width: 1024px) and (orientation: landscape)  {
+      footer {
+        position: static;
+      }
+    }
+
+    </style>
+
+  </head>
+
+  <body class="grid">
+
+    <header role="banner" class="grid-item">
+      ...
+    </header>
+
+    <main role="main" class="grid-item">        
+      ...
+    </main>
+
+    <aside role="complementary" class="grid-item">
+      ...
+    </aside>
+
+    <footer role="contentinfo" class="grid-item">
+      ...
+    </footer>
+
+  </body>
+</html>
+

Working example: Using CSS Flexbox for Reflow

+
+
+
+

Tests

+
+

Procedure

+
+
Note
+

Depending on the environment to be tested the actual modes or sizes can differ.

+
+
    + +
  1. Display content on a device / user agent in portrait mode.
    2. + +
  2. Change the orientation to landscape.
    3. + +
  3. Check whether the sticky header and footer will be un-fixed depending on the existing + media query settings. +
    4. + +
  4. Display content on a desktop / user agent at a starting viewport width of 1280x1024 + CSS pixels. +
    5. + +
  5. Change the viewport size in width and height or use the zoom function of the browser.
    6. + +
  6. Check whether the sticky header and footer will be un-fixed at specific sizes depending + on the existing media query settings. +
    7. + +
+
+
+

Expected Results

+
    + +
  • #3 and #6 are true.
    • + +
+

If this is a sufficient technique for a success criterion, failing this test procedure + does not necessarily mean that the success criterion has not been satisfied in some + other way, only that this technique has not been successfully implemented and can + not be used to claim conformance. +

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C35.html b/wcag21/techniques/css/C35.html new file mode 100644 index 0000000..50f16c3 --- /dev/null +++ b/wcag21/techniques/css/C35.html @@ -0,0 +1,164 @@ + + + + + C35: Allowing for text spacing without wrapping + + + + + + + +

Allowing for text spacing without wrapping

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using technologies that support Cascading Style Sheets (CSS). +

+

This technique relates to Success Criterion 1.4.12: Text Spacing (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow a user to override text spacing via user + stylesheet, bookmarklet, extension, or application. Increased spacing between paragraphs, + lines, words, and characters benefits people with low vision or some cognitive disabilities. + Content needs to allow spacing changes without loss of content or functionality by + allowing the elements containing the text to expand as needed. +

+

Where text is not intended to wrap, authors should either: +

+
    + +
  • size containers to a have a value greater than the default width of the text, or
    • + +
  • allow the containers to expand in the direction of text.
    • + +
+

There is some variability in the width that words or phrases will grow to when setting + the letter and word spacing. If elements must use a fixed width, a safe value is 20% + wider than the default maximum width. For example, if a small text-container allows + for 20 characters, allowing enough width for 24 characters should allow enough space + for text-spacing to be applied. +

+

For boxes which can expand with the text, authors can take advantage of the inline-block + value of the CSS display property and not set negative margins to allow for text-spacing + overrides. +

+
+
+

Examples

+

When a user adapts the page to increase the text spacing, text fits within the bounds + of its containing box. +

+
+
Note
+

The ex unit has been used as as the closest available unit for character width, ex "Represents the x-height of the element's font." (MDN page for CSS units). It is not perfect, different characters have different default widths. +

+
+
+

Example 1: A box sized with space to allow for expansion

+

The containers are sized to a value greater than the default width of the text.

/* Links are less than 8ex wide, so 10ex width of each li allows for expanded letter and word width*/
+ nav li { width: 10em; }
+
+<!-- HTML -->
+ <nav>
+  <ul>
+   <li><a href="/">Home</a></li>
+   <li><a href="/contact/">Contact</a></li>
+  <ul>
+ </nav>
+

If the navigation element used fix-width containers of the same size, the width would + need to allow for text 20% larger than the longest word. +

+
+
+

Example 2: A box which expands with the text size

/* CSS containers are given a display of inline-block. No negative margins set. */
+ nav li { display: inline-block; }
+
+<!-- HTML -->
+ <nav>
+  <ul>
+   <li><a href="/">Home</a></li>
+   <li><a href="/contact/">Contact</a></li>
+  <ul>
+ </nav>
+

In the case of variable-width text containers for each item, the parent item may need + to allow for wrapping of the items. +

+

Working examples of #1 and #2 are available. +

+
+
+ +
+

Tests

+
+

Procedure

+

For elements which contain text that is not intended to wrap:

+
    + +
  1. Set zoom level to 100%.
    2. + +
  2. Use a tool or another mechanism to apply the text spacing metrics (line height, and + paragraph, letter, and word spacing), such as the Text Spacing Bookmarklet or a user-style browser plugin. +
    3. + +
  3. Check that all content and functionality is available e.g., text in containers is + not truncated and does not overlap other content. +
    4. + +
+
+
+

Expected Results

+
    + +
  • #3 is true.
    • + +
+
+
Note
+

Where a page has multiple layouts (e.g. in a responsive design) text spacing should + be tested in each layout. +

+
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C36.html b/wcag21/techniques/css/C36.html new file mode 100644 index 0000000..674dc16 --- /dev/null +++ b/wcag21/techniques/css/C36.html @@ -0,0 +1,128 @@ + + + + + C36: Allowing for text spacing override + + + + + + + +

Allowing for text spacing override

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using technologies that support Cascading Style Sheets (CSS). +

+

This technique relates to Success Criterion 1.4.12: Text Spacing (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow a user to override text spacing via user + stylesheet, bookmarklet, extension, or application. Increased spacing between paragraphs, + lines, words, and characters benefits people with low vision or some cognitive disabilities. + Content needs to allow spacing changes without loss of content or functionality, so + text containers must either have room for the text to expand or the container must + be able to expand. This technique will typically apply to short strings of text such + as in a navigation bar, as longer strings of text are increasingly likely to require + wrapping to be readable when styles are changed. +

+

In English languages, if authors do not set the CSS height property, it can help ensure paragraphs expand. Paragraphs need to allow text to + increase vertically for languages or scripts such as English which are read horizontally + or to increase horizontally for languages or scripts which are read vertically. +

+
+
+

Examples

+

When a user adapts the page to increase the text spacing, text fits within the bounds + of its containing box. +

+
+

Example 1: A paragraph expands vertically within container

/* CSS: No height property is set.*/
+
+<!-- HTML -->
+ <div class="card">
+  <img src="image.png" alt="proper alt text">
+  <h3>Heading</h3>
+  <p class="lede">Long lede paragraph…</p>
+ </div>
+

None of the paragraphs on this page have a height specified, so all are effectively + using this technique. +

+
+
+ +
+

Tests

+
+

Procedure

+

For elements which contain text that is intended to wrap:

+
    + +
  1. Set zoom level to 100%.
    2. + +
  2. Use a tool or another mechanism to apply the text spacing metrics (line height, and + paragraph, letter, and word spacing), such as the Text Spacing Bookmarklet or a + user-style browser plugin. +
    3. + +
  3. Check that all content and functionality is available e.g., text in containers is + not truncated and does not overlap other content. +
    4. + +
+
+
+

Expected Results

+
    + +
  • #3 is true.
    • + +
+
+
Note
+

Where a page has multiple layouts (e.g. in a responsive design) text spacing should + be tested in each layout. +

+
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C37.html b/wcag21/techniques/css/C37.html new file mode 100644 index 0000000..d25f62c --- /dev/null +++ b/wcag21/techniques/css/C37.html @@ -0,0 +1,142 @@ + + + + + C37: Using CSS max-width and height to fit images + + + + + + + +

Using CSS max-width and height to fit images

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique is applicable to Cascading Style Sheet / HTML technologies.

+

This technique relates to Success Criterion 1.4.10: Reflow (Advisory). +

+
+
+

Description

+

The objective of this technique is to be able to present images without introducing + a horizontal scroll bar at a width equivalent to 320 CSS pixels, or a vertical scroll + bar at a height equivalent to 256 CSS pixels for content intended to scroll horizontally. + This is done by using CSS max-width and height property techniques that adapt to the available space and keep the original dimensions + of the image. +

+

Responsive layouts can add or remove columns or layout blocks, and each part of the + layout can be wider or smaller at different points. This technique ensures images + do not break out of their layout area, including in one-column layouts where it would + cause scrolling. +

+

The basic principles of fitting images are to:

+
    + +
  1. Define the max-width property for images, and; +
    2. + +
  2. Define the height property for images, so they enlarge or shrink in the available space and respond + to zoom levels. +
    3. + +
+

All images require design finesse by making sure the original size fits the biggest + size of the available spaces to achieve good-looking results at a wide range of viewport + sizes and zoom levels. +

+
+
+

Examples

+
+

Example 1: Fitting images in HTML and CSS

+

The following simple example uses HTML and CSS to create a fitting image. The layout + regions adjust their size as the viewport is adjusted. The images subsequently adjust + their size to fit within the layout region containers. +

+

The zoom level can be increased to 400% without requiring scrolling in more than one + direction. This particular example uses a percent size for the max-width and auto size for the height of the image to remain the original dimensions. + 

+
+
+<style>
+
+/* Fitting Images Styling */
+
+.img-responsive {
+  max-width: 100%;
+}
+
+</style>
+
+<div class="panel">
+  <img class="img-responsive" src="..." alt="">
+  ...
+</div>
+
+

Working example: Using Fitting Images for Reflow

+
+
+
+

Tests

+
+

Procedure

+
    + +
  1. Display the web page in a user agent capable of 400% zoom and set the viewport dimensions + (in CSS pixels) to 1280 wide and 1024 high. +
    2. + +
  2. Zoom in by 400%.
    3. + +
  3. For content read horizontally, check that all images fit in their available space + without horizontal scrolling. +
    4. + +
  4. For content read vertically, check that all images fit in their available space without + vertical scrolling. +
    5. + +
+
+
Note
+

If the browser is not capable of zooming to 400%, you can reduce the width of the + browser proportionally. For example, at 300% zoom the viewport should be sized to + 960px wide. +

+
+
+
+

Expected Results

+

#3 and #4 are true.

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C38.html b/wcag21/techniques/css/C38.html new file mode 100644 index 0000000..1977971 --- /dev/null +++ b/wcag21/techniques/css/C38.html @@ -0,0 +1,213 @@ + + + + + C38: Using CSS width, max-width and flexbox to fit labels and inputs + + + + + + + +

Using CSS width, max-width and flexbox to fit labels and inputs +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique is applicable to Cascading Style Sheet / HTML technologies.

+

This technique relates to Success Criterion 1.4.10: Reflow (Sufficient). +

+
+
+

Description

+

The objective of this technique is to be able to present labels and inputs without + introducing a horizontal scroll bar at a width equivalent to 320 CSS pixels for content + intended to scroll vertically. When space is limited in the viewport for the label + and input to sit next to each other horizontally, they will be changed to a vertical + alignment. This is done by using CSS properties for width, max-width and flexbox that adapt to the available space. +

+

Responsive layouts can add or remove columns or layout blocks, and each part of the + layout can be wider or smaller at different points. This technique ensures labels + and inputs do not break out of their layout area, including in one-column layouts + where it would cause horizontal scrolling. +

+

The basic approach for fitting labels and inputs is to:

+
    + +
  1. Define the size of layout regions using flexbox properties and media queries for specific + viewport sizes, so they enlarge, shrink or wrap in the available space and respond + to zoom levels; +
    2. + +
  2. Position the layout regions in the flexbox container as a row of adjacent flexbox + items, which may wrap to new rows as needed in much the same way as words in a paragraph + wrap. +
    3. + +
  3. Define the width and max-width property for labels and inputs so they enlarge or shrink + in the available space and respond to zoom levels. +
    4. + +
+

All labels and inputs require design finesse by making sure the original size fits + the biggest size of the available spaces to achieve good-looking results at a wide + range of viewport sizes and zoom levels. For help on flexbox please see the MDN article on Flexbox. +

+
+
+

Examples

+
+

Example 1: Fitting labels, inputs and flexbox layout with HTML and CSS.

+

The following example uses HTML and CSS to fit labels and inputs within various width + containers, including the viewport. The layout regions adjust their size as the viewport + is adjusted. The labels and inputs subsequently adjust their size to fit within the + layout region containers. +

+

The zoom level can be increased to 400% without requiring horizontal scrolling. This + particular example uses a percent size for the width and max-width for the labels and inputs. The max-width is applied in order to fix elements spilling out of the grid in a cross-browser way, + as replaced elements such as the select have intrinsic sizing. + 

+
+
+<style>
+
+/* Fitting Inputs Styling */
+
+.form-group {
+  display: flex;
+  flex-flow: row wrap;
+  margin: 0 -1rem 1rem -1rem;
+}
+
+[class*="form-col"] {
+  flex: 0 1 100%;
+  padding: 0 1rem;
+}
+
+@media (min-width: 576px) {
+  .form-col-4 {
+    flex: 0 0 33.33333%;
+    max-width: 33.33333%;
+  }
+  
+  .form-col-8 {
+    flex: 0 0 66.66667%;
+    max-width: 66.66667%;
+  }
+  
+  .offset-form-col-4 {
+    margin-left: 33.33333%;
+  }
+  
+}
+
+input {
+  display: block;
+  width: 100%;
+}
+
+label,
+select {
+  display: block;
+  width: 100%;
+  max-width: 100%;
+}
+
+</style>
+
+<div class="form-group">
+  <div class="form-col-4">
+    <label for="fname">First Name</label>
+  </div>
+  <div class="form-col-8">
+    <input type="text" id="fname" autocomplete="given-name">
+  </div>
+</div>
+
+<div class="form-group">
+  <div class="form-col-4">
+    <label for="lname">Last Name</label>
+  </div>
+  <div class="form-col-8">
+    <input type="text" id="lname" autocomplete="family-name">
+  </div>
+</div>
+
+<div class="form-group">
+  <div class="form-col-4">
+   <label for="favorite-fruit">Favorite fruit</label>
+  </div>
+  <div id="favorite-fruit" class="form-col-8">
+    <select>
+      <option>Banana</option>
+      <option>Pineapple</option>
+      <option>Strawberry</option>
+    </select>
+  </div>
+</div>
+
+<div class="form-group">
+  <div class="offset-form-col-4 form-col-8">
+    <button>Submit</button>
+  </div>
+</div>
+
+

Working example: Using Adjustable Labels and Inputs for Reflow

+
+
+
+

Tests

+
+

Procedure

+
    + +
  1. Display the web page in a user agent capable of 400% zoom and set the viewport dimensions + (in CSS pixels) to 1280 wide and 1024 high. +
    2. + +
  2. Zoom in by 400%.
    3. + +
  3. For vertically scrolling content, all labels and inputs fit in their available space + without horizontal scrolling. +
    4. + +
+

NB: If the browser is not capable of zooming to 400%, you can reduce the width of + the browser proportionally. For example, at 300% zoom the viewport should be sized + to 960px wide. +

+
+
+

Expected Results

+

Check #3 is true.

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C39.html b/wcag21/techniques/css/C39.html new file mode 100644 index 0000000..91ed8cd --- /dev/null +++ b/wcag21/techniques/css/C39.html @@ -0,0 +1,106 @@ + + + + + C39: Using the CSS reduce-motion query to prevent motion + + + + + + + +

Using the CSS reduce-motion query to prevent motion

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using technologies that support Cascading Style Sheets (CSS). +

+

This technique relates to Success Criterion 2.3.3: Animation from Interactions (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow users to prevent animation from being + displayed on Web pages, via the use of of the 'prefers-reduced-motion' CSS Media Query. +

+

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. Enclosing the CSS that creates + the animations in a media query allows people to prevent those symptoms. +

+

A typical example is 'parallax scrolling', where backgrounds move at different rates. + The movement due to scrolling the page is essential (and under the users control), + but additional movement triggered by the scrolling can also trigger vestibular symptoms. +

+

The understanding document for Motion Actuation includes links for changing the reduce motion setting. +

+
+
+

Examples

+
+

Example 1: 'prefers-reduced-motion' CSS Media Query

+

Users can indicate their motion preference for interfaces in their system and the + 'prefers-reduced-motion' CSS Media Query will respect that choice. CSS can then be + applied to disable that motion for users that request it. + 

+@media (prefers-reduced-motion: reduce) {
+  /* CSS to disable motion goes here */
+}

+ Working example of 'prefers-reduced-motion' CSS Media Query + +

+
+
+
+

Tests

+
+

Procedure

+

For each interactive element that moves due to a user interaction:

+
    + +
  1. Enable the 'Reduce Motion' setting in your system;
    2. + +
  2. Check that the motion is not essential;
    3. + +
  3. Check that the element does not move.
    4. + +
+
+
+

Expected Results

+
    + +
  • #2 and #3 are true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C40.html b/wcag21/techniques/css/C40.html new file mode 100644 index 0000000..6b907aa --- /dev/null +++ b/wcag21/techniques/css/C40.html @@ -0,0 +1,152 @@ + + + + + C40: Creating a two-color focus indicator to ensure sufficient contrast with all components + + + + + + + +

Creating a two-color focus indicator to ensure sufficient contrast with all components

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS.

+

This technique relates to Success Criterion 2.4.7: Focus Visible (Sufficient). +

+
+
+

Description

+

The objective of this technique is to create a two-color focus indicator that has + sufficient contrast against any background color. This technique eliminates the need + for multiple classes to ensure sufficient contrast of the focus indicator when viewed + against different backgrounds. +

+

The default focus indicators provided by browsers are typically one color, so they + are highly visible when some components have focus and not well seen on other components. + For instance, if a focus indicator is dark blue and a button is on a white background + then it will be easily seen, but if the background is also blue it will not be easily + seen. +

+

Although it is possible to create individual CSS classes to address the different + buttons across a site, this can be time consuming and easy to miss some types of interactive + content. However, if the focus indicator is two colors - a light color and a dark + color - then it will always have sufficient contrast against any background color. + Currently, this can be done by combining the text-shadow property with the outline property on the focus indicator. +

+

Developers may apply this technique to parts of the site where its hard to keep track + of the focus indicator (such as when there are lots of different component colors). + Developers can also provide a single-color focus indicator for components such as + a navigation menus that are used across a site, have specific design requirements, + and are easy to test and maintain. +

+
+
Note
+

If it can be determined that the two-color focus indicator CSS takes precedence then + the test can be applied programmatically rather than by manually focusing on each + interface component. +

+
+
+
+

Examples

+

The examples demonstrate a simple implementation where focus styles are applied to + all links and inputs. In use on a more complex website care would need to be taken + that these styles are not overridden by more specific styles. +

+
+

Example 1: A light and dark dotted indicator

+

Description

*:focus {
+	box-shadow: 0 0 0px 1px white;
+	outline: dotted;
+}

Working example of combining a dark outline and light text shadow

+
+
+

Example 2: A thicker light and dark indicator

+

Description

*:focus { 
+	/* ensure high-contrast mode still has an indicator */
+	outline: 2px transparent solid;
+
+	/* Apply a thick yellow box-shadow with 
+	   a thin dark blue indicator in the middle */
+	box-shadow: 0 0 0 2px #F9F9D1, 0 0 0 4px #396196, 0 0 4px 8px #F9F9D1;
+}

Working example of combining a dark outline and light text shadow

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+

For each focusable user interface element:

+
    + +
  1. Check that the two-colors in the focus indicator are adjacent and have a contrast + ratio that is 3:1 or greater with each other. +
    2. + +
+
+
+

Expected Results

+
    + +
  • #1 is true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C6.html b/wcag21/techniques/css/C6.html new file mode 100644 index 0000000..40e787d --- /dev/null +++ b/wcag21/techniques/css/C6.html @@ -0,0 +1,193 @@ + + + + + C6: Positioning content based on structural markup + + + + + + + +

Positioning content based on structural markup

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to demonstrate how visual appearance may be enhanced + via style sheets while still maintaining a meaningful presentation when style sheets + are not applied. Using the positioning properties of CSS2, content may be displayed + at any position on the user's viewport. Using structural elements ensures that the + meaning of the content can still be determined when styling is not available. +

+
+
+

Examples

+
+

Example 1

+

In this example structural markup (definition lists) have been applied to the content. + CSS has been used to style the content into columnar form. Each class absolutely positions + the content into columns and the margins have been set to 0 to override the default + behavior of user agents to display HTML definition lists with the DD element indented. + +

+

Here is the content to be displayed:

+ <div class="box">
+  <dl>
+    <dt class="menu1">Products</dt>
+    <dd class="item1">Telephones</dd>
+    <dd class="item2">Computers</dd>
+    <dd class="item3">Portable MP3 Players</dd>
+    <dt class="menu2">Locations</dt>
+    <dd class="item4">Idaho</dd>
+    <dd class="item5">Wisconsin</dd>
+    </dt>
+  </dl>
+ </div>
+

Here is the CSS which positions and styles the above elements:

+ .item1 {
+   left: 0;
+   margin: 0;
+   position: absolute;
+   top: 7em;
+ }
+ .item2 {
+   left: 0;
+   margin: 0;
+   position: absolute;
+   top: 8em;
+ }
+ .item3 {
+   left: 0;
+   margin: 0;
+   position: absolute;
+   top: 9em;
+ }
+ .item4 {
+   left: 14em;
+   margin: 0;
+   position: absolute;
+   top: 7em;
+ }
+ .item5 {
+   left: 14em;
+   margin: 0;
+   position: absolute;
+   top: 8em;
+ }
+ .menu1 {
+   background-color: #FFFFFF;
+   color: #FF0000;
+   font-family: sans-serif;
+   font-size: 120%;
+   left: 0;
+   margin: 0;
+   position: absolute;
+   top: 3em;
+ }
+ .menu2 {
+   background-color: #FFFFFF;
+   color: #FF0000;
+   font-family: sans-serif;
+   font-size: 120%;
+   left: 10em;
+   margin: 0;
+   position: absolute;
+   top: 3em;
+ }
+ #box {
+   left: 5em;
+   position: absolute;
+   top: 5em;
+ }
+
+

When style sheets are applied, the data are displayed in two columns of "Products" + and "Locations." When the style sheets are not applied, the text appears in a definition + list which maintains the structure and reading order. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For content which uses CSS for positioning + +

+ +
    + +
  1. Remove the style information from the document or turn off use of style sheets in + the user agent. +
    2. + +
  2. Check that the structural relations and the meaning of the content are preserved.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C7.html b/wcag21/techniques/css/C7.html new file mode 100644 index 0000000..fc035be --- /dev/null +++ b/wcag21/techniques/css/C7.html @@ -0,0 +1,182 @@ + + + + + C7: Using CSS to hide a portion of the link text + + + + + + + +

Using CSS to hide a portion of the link text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS .

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to supplement the link text by adding additional + text that describes the unique function of the link and styling the additional text + so that it is not rendered on the screen by user agents that support CSS. When information + in the surrounding context is needed to interpret the displayed link text, this technique + provides a complete description of the link's input function while permitting the + less complete text to be displayed. +

+

This technique works by creating a CSS selector to target text that is to be hidden. + The rule set for the selector places the text to be hidden in a 1-pixel box with overflow + hidden. This ensures the text does not display on screen but remains accessible to + assistive technologies such as screen readers and braille displays. Note that the + technique does not use visibility:hidden or display:none properties, since these can + have the unintentional effect of hiding the text from assistive technology in addition + to preventing on-screen display. +

+

This technique is not a method for hiding complete links, only a section of text within a link. The resources below include methods for hiding and showing links aimed at screenreader users. +

+
+
Note
+
+ +

This technique to hide link text has been advocated by some screen reader users and + corporate Web authors. It has proved effective on some Web sites. Other screen reader + users and accessibility experts don't recommend this as a general technique because + the results can be overly chatty and constrain the ability of the experienced screen + reader user to control the verbosity. The working group believes the technique can + be useful for Web pages that do not have repetitive content in the hidden text areas. +

+ +

This technique can be used in combination with a style switching technique to present + a page that is a conforming alternate version for non-conforming content. Refer to and Understanding Conforming Alternate Versions for more information. +

+ +
+
+
+
+

Examples

+

The following examples use the CSS selector and rule set below:

.visually-hidden {
+   clip-path: inset(100%);
+   clip: rect(1px, 1px, 1px, 1px);
+   height: 1px;
+   overflow: hidden;
+   position: absolute;
+   white-space: nowrap;
+   width: 1px;
+}
+

Example 1

+

This example describes a news site that has a series of short synopsis of stories + followed by a link that says "full story". Hidden link text describes the purpose + of the link. + 


+<p>Washington has announced plans to stimulate economic growth.
+  <a href="#"><span class="visually-hidden">Washington stimulates economic growth </span>
+  Full Story</a></p>
+
+

Example 2

+

This example describes a resource that has electronic books in different formats. + The title of each book is followed by links that say "HTML" and "PDF." Hidden text + describes the purpose of each link. + 

<dl>
+<dt>Winnie the Pooh </dt>
+   <dd><a href="winnie_the_pooh.html">
+      <span class="visually-hidden">Winnie the Pooh </span>HTML</a></dd>
+   <dd><a href="winnie_the_pooh.pdf">
+         <span class="visually-hidden">Winnie the Pooh </span>PDF</a></dd>
+<dt>War and Peace</dt>
+    <dd><a href="war_and_peace.html">
+      <span class="visually-hidden">War and Peace </span>HTML</a></dd> 
+    <dd><a href="war_and_peace.pdf">
+      <span class="visually-hidden">War and Peace </span>PDF</a></dd>
+</dl>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each anchor element using this technique:

+ +
    + +
  1. Check that an element has been defined that confines its display to a pixel and hides + the text +
    2. + +
  2. Check that the element of that class is included in the content of the anchor
    3. + +
  3. Check that the combined content of the anchor describes the purpose of the link
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C8.html b/wcag21/techniques/css/C8.html new file mode 100644 index 0000000..b55596e --- /dev/null +++ b/wcag21/techniques/css/C8.html @@ -0,0 +1,132 @@ + + + + + C8: Using CSS letter-spacing to control spacing within a word + + + + + + + +

Using CSS letter-spacing to control spacing within a word

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to demonstrate how the visual appearance of spacing + in text may be enhanced via style sheets while still maintaining meaningful text sequencing. + The CSS letter-spacing property helps developers control the amount of white space + between characters. This is recommended over adding blank characters to control the + spacing, since the blank characters can change the meaning and pronunciation of the + word. +

+
+
+

Examples

+
+

Example 1: Separating characters in a word

+

The following CSS would add the equivalent of a space between each character in a + level-2 heading: + 

h2 {	letter-spacing: 1em; }

So for the markup:

+<h2>Museum</h2>
+

the rendered result might look something like:

+M u s e u m
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each word that appears to have non-standard spacing between characters: + +

+ +
    + +
  1. Check whether the CSS letter-spacing property was used to control spacing.
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/C9.html b/wcag21/techniques/css/C9.html new file mode 100644 index 0000000..e87d2b9 --- /dev/null +++ b/wcag21/techniques/css/C9.html @@ -0,0 +1,194 @@ + + + + + C9: Using CSS to include decorative images + + + + + + + +

Using CSS to include decorative images

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that can use CSS to include images.

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a mechanism to add purely + decorative images and images used for visual formatting to Web content + without requiring additional markup within the content. This makes it + possible for assistive technologies to ignore the non-text content. Some + user agents can ignore or turn off CSS at the user's request, so that + background images included with CSS simply "disappear" and do not interfere + with display settings such as enlarged fonts or high contrast settings. +

+

Background images can be included with the following CSS properties:

+
    + +
  • + background, +
    • + +
  • + background-image, +
    • + +
  • + content, combined with the :before and + :after pseudo-elements, +
    • + +
  • + list-style-image. +
    • + +
+

Note: This technique is not appropriate for any image that conveys + information or provides functionality, or for any image primarily intended + to create a specific sensory experience. +

+
+
+

Examples

+
+

Example 1: Background image for an HTML page

+

The stylesheet for a Web page specifies a background image for the + whole page. + 

…
+  <style type="text/css">
+    body { background: #ffe url('/images/home-bg.jpg') repeat; }
+  </style>
+</head>
+<body>
+...
+
+
+

Example 2: Background image with CSS for image rollovers

+

The stylesheet for a Web page uses the CSS background + property to create a decorative rollover effects when a user hovers + the mouse pointer over a link. + 

a:hover { background: #ffe url('/images/hover.gif') repeat; color: #000;
+  text-decoration: none;
+}
+
+

Example 3: Background images with CSS to create rounded corners on + tabs or other elements +

+

The styleseet for a Web page uses the CSS background + property to create rounded corners on elements. + 

…
+  <style type="text/css">
+    div#theComments { width:600px; }
+    div.aComment { background: url('images/middle.gif') repeat-y left top; 
+    margin:0 0 30px 0; }
+    div.aComment blockquote { background: url('images/top.gif') no-repeat left top; 
+    margin:0; padding:8px 16px; }
+    div.aComment div.submitter { background:#fff url('images/bottom.gif') no-repeat left top; 
+    margin:0; padding-top:30px; }
+  </style>
+</head>
+<body>
+  <div id="theComments">
+    <div class="aComment">
+      <blockquote>
+        <p>Hi John, I really like this technique and I'm gonna use it on my own Website!</p>
+      </blockquote>
+      <div class="submitter">
+        <cite><a href="http://example.com/">anonymous coward</a> from Elbonia</cite>
+      </div>
+    </div>
+    <div class="aComment">
+…
+ </div>
+</div>
+…
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check for the presence of decorative images
    2. + +
  2. Check that they are included with CSS
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If #1 is true, then #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/css/reflow-url.html b/wcag21/techniques/css/reflow-url.html new file mode 100644 index 0000000..2d7a4f4 --- /dev/null +++ b/wcag21/techniques/css/reflow-url.html @@ -0,0 +1,128 @@ + + + + + + reflow-url: Allowing for Reflow with Long URLs and Strings of Text + + + + + + + +

Allowing for Reflow with Long URLs and Strings of Text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using technologies that support Cascading Style Sheets (CSS). +

+

This technique is not referenced from any Understanding document.

+
+
+

Description

+

Long sets of characters without a space, such as URLs shown as content, can break + reflow when the page is zoomed. The objective of this technique is to present URLs + without introducing a horizontal scroll bar at a width equivalent to 320 CSS pixels + or a vertical scroll bar at a height equivalent to 256 CSS pixels. This is done by + using CSS techniques that adapt to the available viewport space. Note: Using a human + readable text link, rather than a long URL, is better for usability and accessibility. +

+

By default most browsers will wrap long URLs at the following characters:

+
    + +
  • "-" Hyphen
    • + +
  • " " Space
    • + +
  • "?" Question (IE, Chrome, Safari)
    • + +
  • "&" Ampersand (Firefox only)
    • + +
+

Sometimes these are not enough to ensure that long URLs will not overflow the viewport.

+
+
+

Examples

+
+

Example 1: Example: Breaking long URLs

+

Using the following CSS will cause long URLs to break at appropriate places (hyphens, + spaces, etc.) and within words without causing reflow. +

+

List of CSS declarations used and why they are used:

+
    + +
  • overflow-wrap: break-word: Allows words to be broken and wrapped within words. +
    • + +
  • word-wrap: break-word: Allows words to be broken and wrapped within. (Microsoft only) +
    • + + 
    a {overflow-wrap: break-word;}

Note: IE and Edge only support this declaration when used with the * (wildcard) + selector + 

    * { word-wrap: break-word;}

Working Example

+
+
+
+

Tests

+
+

Procedure

+

For strings of text that are wider than 320px check:

+
    + +
  1. Display the web page in a user agent capable of 400% zoom and set the viewport dimensions + (in CSS pixels) to 1280 wide and 1024 high. +
    2. + +
  2. Zoom in by 400%.
    3. + +
  3. For content read horizontally, check that all content and functionality is available + without horizontal scrolling. +
    4. + +
  4. For content read vertically, check that all content and functionality is available + without vertical scrolling. +
    5. + +
+
+
Note
+

If the browser is not capable of zooming to 400%, you can reduce the width of the + browser proportionally. For example, at 300% zoom the viewport should be sized to + 960px wide. +

+
+
+
+

Expected Results

+

Checks #3 and #4 are true.

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/413 Failure.html b/wcag21/techniques/failures/413 Failure.html new file mode 100644 index 0000000..5b49d93 --- /dev/null +++ b/wcag21/techniques/failures/413 Failure.html @@ -0,0 +1,158 @@ + + + + + 413 Failure: Failure of Success Criterion 4.1.3 due to providing status messages that cannot be + programmatically determined through role or properties + + + + + + + + +

Failure of Success Criterion 4.1.3 due to providing status messages that cannot be + programmatically determined through role or properties +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique is not referenced from any Understanding document.

+
+
+

Description

+

The objective of this technique is to describe a failure where status messages are + used in content but are not communicated to the user due to a lack of appropriate + roles or properties. +

+

The initial step in confirming a failure of Status Messages is to check that new dynamic + content meets the definition of a status message. There are two criteria that determine + if changed content on a page represents a status message: + +

    + +
  1. the new content does not take focus (does not change context);
    2. + +
  2. the new content provides information to the user on the outcome of an action, the + state of an application, the progress of a process, or the existence of errors. +
    3. + +
+ Where updated content does not conform to the definition of status message, a failure of 4.1.3 has not taken place. +

+

The second step in this failure technique involves examining code. Where dynamic + content meets the definition of a status message, its container can be examined for + an appropriate WAI-ARIA role or property which allows it to be programmatically determinable + as a status message. Currently there are only a small number of techniques available + to indicate status messages to assistive technologies. They are: + +

    + +
  • role="status"
    • + +
  • role="alert"
    • + +
  • the use of an aria-live attribute on an element, set to either "polite" or "assertive" +
    • + +
  • role="log"
    • + +
  • role="progressbar"
    • + +
+ The absence of all of these techniques predicts a failure for the status message + be announced to the user. Additionally, if the role or property is not set before the dynamic content is added, this also predicts a failure. +

+

Since additional techniques may exist to alert an assistive technology, the final + step of this failure technique is confirming whether an assistive technology (such + as a screen reader) detects the dynamic content and exposes the information to users. + Where a status message exists but is not surfaced by assistive technology, it is confirmation + that a failure has taken place. +

+
+
+

Examples

+
+

Example 1: Including a search results message without a status role

+

When a user carries out a search by pressing a Search button, the page content is + updated with the results of the search, displayed in a section below the Search button. + Since the search has no results, the change to content conveys the status message + "0 results returned". This text is not given an appropriate role for a status message, + and so a screen reader will not announce "Zero results returned" unless the user repositions + to that text. Since the status message is not automatically presented to the user + (i.e., instead, it must be manually discovered by the individual), it fails 4.1.3. +

+

Working example: search results message without appropriate role

+
+
+
+

Tests

+
+

Procedure

+

For content that is dynamically added to the page:

+
    + +
  1. Check that the element containing the updated content does not take focus
    2. + +
  2. Check that the new content provides information to the user on one of the following:
    3. + +
      + +
    • the success or result of an action
      • + +
    • the waiting state of an application
      • + +
    • the progress of a process
      • + +
    • the existence of errors
      • + +
    + +
  3. Check that the element containing the new content does not have a pre-existing aria + role of status, alert, log, or progressbar, or an aria-live attribute +
    4. + +
  4. Check that the status message is not surfaced (i.e., announced) by assistive technology
    5. + +
+
+
+

Expected Results

+
    + +
  • If #1 through #4 are all true, then content fails the Success Criterion.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F1.html b/wcag21/techniques/failures/F1.html new file mode 100644 index 0000000..232a326 --- /dev/null +++ b/wcag21/techniques/failures/F1.html @@ -0,0 +1,216 @@ + + + + + F1: Failure of Success Criterion 1.3.2 due to changing the meaning of content by + positioning information with CSS + + + + + + + + +

Failure of Success Criterion 1.3.2 due to changing the meaning of content by + positioning information with CSS +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS.

+

This technique relates to Success Criterion 1.3.2: Meaningful Sequence (Failure). +

+
+
+

Description

+

This describes the failure condition that results when CSS, rather than + structural markup, is used to modify the visual layout of the content, and + the modified layout changes the meaning of the content. Using the + positioning properties of CSS2, content may be displayed at any position on + the user's viewport. The order in which items appear on a screen may be + different than the order they are found in the source document. Assistive + technologies rely on the source code or other programmatically determined + order to render the content in the correct sequence. Thus, it is important + not to rely on CSS to visually position content in a specific sequence if this sequence + results in a meaning that is different from the programmatically determined reading + order. + +

+
+
+

Examples

+
+

Example 1

+

The following example demonstrates how CSS has been improperly used + to create a set of columns. In addition, the text appears visually + in the browser in a different order than in the markup. +

+

In this example a class is defined for each object that is being + positioned. When style sheets are applied, the text appears in two + columns. Elements of class "menu1" (Products) and "menu2" + (Locations) appear as column headings. "Telephones, Computers, and + Portable MP3 Players" are listed under Products and "Idaho" and + "Wisconsin" are listed under Locations (note the different order for + Idaho and Wisconsin in the source code order). +

+

Since appropriate structural elements have not been used, when style + sheets are not applied, all of the text appears in one line in the + source order, "Products Locations Telephones Computers Portable MP3 + Players Wisconsin Idaho." +

+

Here is the HTML content:

+<div class="box">      
+     <span class="menu1">Products</span>       
+     <span class="menu2">Locations</span>       
+     <span class="item1">Telephones</span>       
+     <span class="item2">Computers</span>       
+     <span class="item3">Portable MP3 Players</span>       
+     <span class="item5">Wisconsin</span>       
+     <span class="item4">Idaho</span>
+</div>
+

Here are the styles for the above content:

+.menu1 { 
+     position: absolute; 
+     top: 3em; 
+     left: 0em;     
+     margin: 0px; 
+     font-family: sans-serif;     
+     font-size: 120%; 
+     color: red; 
+     background-color: white 
+}        
+.menu2 { 
+     position: absolute; 
+     top: 3em; 
+     left: 10em;     
+     margin: 0px; 
+     font-family: sans-serif;     
+     font-size: 120%; 
+     color: red; 
+     background-color: white 
+}      
+.item1 { 
+     position: absolute; 
+     top: 7em; 
+     left: 0em; 
+     margin: 0px 
+}      
+.item2 { 
+     position: absolute; 
+     top: 8em; 
+     left: 0em; 
+     margin: 0px 
+}      
+.item3 { 
+     position: absolute; 
+     top: 9em; 
+     left: 0em; 
+     margin: 0px 
+}      
+.item4 { 
+     position: absolute; 
+     top: 7em; 
+     left: 14em; 
+     margin: 0px 
+}      
+.item5 { 
+     position: absolute; 
+     top: 8em; left: 14em; 
+     margin: 0px 
+}      
+#box { 
+     position: absolute; 
+     top: 5em; 
+     left: 5em 
+} 
+

A better solution for this content would be to use more meaningful + elements, such as a table or a definition list. +

+ +
+
+ +
+

Tests

+
+

Procedure

+ +

For content which uses CSS for positioning:

+ +
    + +
  1. Remove the style information from the document or turn off use of + style sheets in the user agent. +
    2. + +
  2. Check that the reading order of the content is correct and the + meaning of the content is preserved. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #2 is false, then this failure condition applies and the + content fails this Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F10.html b/wcag21/techniques/failures/F10.html new file mode 100644 index 0000000..d24e84f --- /dev/null +++ b/wcag21/techniques/failures/F10.html @@ -0,0 +1,124 @@ + + + + + F10: Failure of Success Criterion 2.1.2 and Conformance Requirement 5 due to combining + multiple content formats in a way + that traps users inside one format type + + + + + + + + +

Failure of Success Criterion 2.1.2 and Conformance Requirement 5 due to combining + multiple content formats in a way + that traps users inside one format type +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies when content creates a situation where the user can enter the content + using the keyboard, but cannot exit the content using the keyboard. +

+

This technique relates to Success Criterion 2.1.2: No Keyboard Trap (Failure). +

+
+
+

Description

+

When content includes multiple formats, one or more user agents or plug-ins + are often needed in order to successfully present the content to users. For + example, a page that includes XHTML, SVG, SMIL and XForms may require a + browser to load as many as three different plug-ins in order for a user to + successfully interact with the content. Some plug-ins create a common + situation in which the keyboard focus can become "stuck" in a + plug-in, leaving a keyboard-only user with no way to return to the + other content. +

+
+
+

Examples

+
    + +
  • + A plug-in traps the user A user tabs into a + plug-in and is unable to return to content outside the plug-in + content with the keyboard. The user has to restart their browser in + order to regain control and navigate to a new page and is unable to + access any content that appears beyond the plug-in content. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Using a keyboard, navigate through the content.
    2. + +
  2. Check to see that the keyboard focus is not "trapped" and it is + possible to move keyboard focus out of the plug-in content + without closing the user agent or restarting the system. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If the keyboard focus becomes "trapped," then this failure + condition applies and content fails the Success Criterion and conformance requirement + 5. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F100.html b/wcag21/techniques/failures/F100.html new file mode 100644 index 0000000..43ef8d9 --- /dev/null +++ b/wcag21/techniques/failures/F100.html @@ -0,0 +1,141 @@ + + + + + F100: Failure of Success Criterion 1.3.4 due to showing a message asking to reorient device + + + + + + + +

Failure of Success Criterion 1.3.4 due to showing a message asking to reorient device

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique is applicable to Cascading Style Sheet / HTML technologies.

+

This technique relates to Success Criterion 1.3.4: Orientation (Failure). +

+
+
+

Description

+

This describes the failure condition that results when an author, having detected + a device orientation that is considered undesirable, displays a message telling the + user to reorient the device -- instead of the author reorienting all the content. +

+

Detecting and responding to a user's device orientation is not itself a problem. The + author decision to only offer one orientation of content is what fails the requirements + of Success Criterion (SC) 1.3.4 Orientation. It is inadequate to display only a message + in the detected orientation, telling users to rotate their devices (when not essential + to the underlying activity). The entirety of the author-controlled content needs to + be re-oriented in order to meet the SC. +

+

There are various methods for devices to determine if the content is in landscape + or portrait orientation. One of these methods involves looking at the width-to-height + aspect ratio of the viewport. In other words, checking if the width is smaller or + larger than the height. The CSS orientation media feature is portrait when the value of the height media feature is greater than or equal to the value of the width media feature. Otherwise, orientation is landscape. +

+
+
+

Examples

+
+

Example 1: Block an orientation ("door slam") by using HTML and CSS

+

The following example uses HTML and CSS to show a message asking to reorient the device + if in landscape. +

+

The message will disappear if the orientation is changed to portrait. + + When the portrait property matches the viewport space defined via media queries, the message will disappear + or vice versa. This particular example uses the CSS landscape, portrait media query properties. + 

+
+
+<style>
+
+/* Orientation "door slam" Styling */
+
+@media all and (orientation: landscape) {
+  .rotate { display: block; }
+  .content { display: none; }
+}
+
+@media all and (orientation: portrait) {
+  .rotate { display: none; }
+  .content { display: block; }
+}
+
+.rotate {
+  text-align: center;
+  font-size: 2rem;
+  margin-top: 4rem;
+}
+
+/* Orientation "door slam" HTML */
+
+<div class="rotate">
+  Please rotate your device!
+</div>
+
+<div class="content">
+  ...
+</div>
+
+

Working example: Show message asking to reorient device

+
+
+
+

Tests

+
+

Procedure

+
    + +
  1. Open the content in landscape view. Check if a message appears asking to reorient + the device. +
    2. + +
  2. Open the content in portrait view. Check if a message appears asking to reorient the + device. +
    3. + +
  3. Check if portrait or landscape view is essential for the viewing and operation of + the content. +
    4. + +
+
+
+

Expected Results

+

If check #1 or #2 is true, and check #3 is false, then this failure condition applies + and content fails the Success Criterion. +

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F101.html b/wcag21/techniques/failures/F101.html new file mode 100644 index 0000000..de7d7cf --- /dev/null +++ b/wcag21/techniques/failures/F101.html @@ -0,0 +1,145 @@ + + + + + F101: Failure of Success Criterion 2.5.2 due to activating a control on the down-event + + + + + + + +

Failure of Success Criterion 2.5.2 due to activating a control on the down-event

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that include interactive controls that can be triggered using a pointer.

+

This technique relates to Success Criterion 2.5.2: Pointer Cancellation (Failure). +

+
+
+

Description

+

The objective of this Failure is to describe situations where:

+
    + +
  1. Controls are set to activate functionality on the down-event of a pointer;
    2. + +
  2. No further mechanism to abort or undo is available;
    3. + +
  3. The up-event does not reverse the outcome of the activation;
    4. + +
  4. It is not essential for the functionality to execute and complete on the down-event.
    5. + +
+

Rather than taking advantage of the click event, authors may use down-events such as mousedown, touchstart or pointerdown. As a result, functionality will be executed as soon as a mouse button is pressed + (but not released yet), or a finger or stylus makes contact with a touchscreen. +

+

It is possible to use the down event and mitigate potential issues to avoid failing + the Success Criterion. For example, provide a method to easily undo or abort the functionality, + or reverse the outcome on the up-event (when the mouse button is released, or when + the finger or stylus are lifted from the touchscreen). And note that some uses of + the down-event are essential for the functionality (e.g., where the control simulates + the operation of a musical instrument like a set of piano keys, or when the control + is used as an on-screen control for a game where a fast and immediate response is + required), in which case they would not fail this Success Criterion. +

+
+
Note
+

The test procedure outlined below could be supplemented with automated or semi-automated + tests to scan for JavaScript that registers event listeners such as mousedown, touchstart, or pointerdown. The automated test would not be sufficient to make a pass/fail determination, but + it can help narrow down the number of potentially problematic controls. +

+
+
+
+

Examples

+
+

Example 1: A close button that triggers on down-events

+

A modal dialog contains a lengthy form that a user needs to complete. The modal provides + a simple "Close" control that closes the dialog and loses all information the user + may already have entered in the form. However, instead of simply listening to the + click event - which in most user agents is triggered on the up-event - the author decided + to close the dialog on the down-event. This may lead to the user accidentally closing + the dialog and losing all the data they entered into the form up to that point. + 


+
+                     
+...
+<button id="close">Close</button>
+...
+

+const trigger = document.getElementById("close");
+
+function closeDialog() {
+  /* close the modal dialog */
+  ...
+}
+
+trigger.addEventListener('mousedown', closeDialog);
+trigger.addEventListener('touchstart', closeDialog);
+trigger.addEventListener('pointerdown', closeDialog);
+
+
+
+

Tests

+
+

Procedure

+

Open the content on a device with pointer inputs (mouse, touchscreen, stylus) and + for all available controls (buttons, links, complex widgets): +

+
    + +
  1. Trigger down-events (e.g. by pressing but not releasing the mouse button, or placing + a finger or stylus on the touchscreen) and check if functionality is executed prior + to the up-event (e.g. releasing the mouse button or lifting the finger/stylus) +
    2. + +
  2. If functionality was executed on the down-event, check if triggering the up-event + (releasing the pressed mouse button, or lifing the finger or stylus from the touchscreen) + reverses the outcome +
    3. + +
  3. Evaluate if it could be deemed essential for the controls to execute and complete + functionality on the down-event +
    4. + +
+
+
+

Expected Results

+
    + +
  • If #1 is true, and #2 and #3 are false then the content fails the Success Criterion.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F102.html b/wcag21/techniques/failures/F102.html new file mode 100644 index 0000000..4cb8761 --- /dev/null +++ b/wcag21/techniques/failures/F102.html @@ -0,0 +1,130 @@ + + + + + F102: Failure of Success Criterion 1.4.10 due to content disappearing and not being available + when content has reflowed + + + + + + + + +

Failure of Success Criterion 1.4.10 due to content disappearing and not being available + when content has reflowed +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+
    + +
  • Success Criterion 1.4.10: Reflow (Failure)
    • + +
+

This technique relates to Success Criterion 1.4.10: Reflow (Failure). +

+
+
+

Description

+

This document describes a failure that occurs when a change of the viewport width + to 320px makes content disappear that was available at wider viewport widths. Some + content available at wider widths may not be shown in the same way or at the same + position at the viewport width of 320px, simply because there is less space (screen + 'real estate') to display it. This content, however, should still be available after + reflow to 320px viewport width, either by being repositioned in a single column view, + or through some interaction offering the information in some other way, for example, + in a disclosure area, a dialog, or via a link to another view. +

+
+
+

Examples

+

The following examples demonstrate the failure to make content visible at a wider + viewport width also available after a reflow to 320px: +

+
    + +
  • A block of blog entry links in a side column disappears entirely after reflow (i.e., + it is not available further down in the single column view). +
    • + +
  • Labels above text inputs are hidden and replaced by placeholder text after reflow, + without a technique showing dedicated labels when focusing the fields. +
    • + +
  • Sections of content text disappear after reflow, without being available via some + disclosure widget. +
    • + +
  • Information-carrying images disappear after reflow, without link or the availability + of an equivalent alternative. +
    • + +
  • A global search field disappears after reflow, without an icon or menu option to reveal + a search function or reach an equivalent search page. +
    • + +
+
+
+

Tests

+
+

Procedure

+
    + +
  1. Check visible content elements at a desktop viewport width such as 1280px
    2. + +
  2. Set the viewport width to 320px by narrowing the browser window, or by zooming in + so that the viewport width is now 320px (when starting with a 1280px viewport width + at 100% browser zoom, this can be done by zooming in to 400%) +
    3. + +
  3. For each content element that is not provided at the viewport width of 320px, check + that there is a way to reach the same or equivalent content via discolure widgets, + pop-ups, or links to other views +
    4. + +
+
+
+

Expected Results

+
    + +
  • If #3 is false, then this failure condition applies and the content fails this Success + Criterion. +
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F103.html b/wcag21/techniques/failures/F103.html new file mode 100644 index 0000000..3c5a1e2 --- /dev/null +++ b/wcag21/techniques/failures/F103.html @@ -0,0 +1,159 @@ + + + + + F103: Failure of Success Criterion 4.1.3 due to providing status messages that cannot be + programmatically determined through role or properties + + + + + + + + +

Failure of Success Criterion 4.1.3 due to providing status messages that cannot be + programmatically determined through role or properties +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support Accessible Rich Internet Applications (WAI-ARIA). +

+

This technique relates to Success Criterion 4.1.3: Status Messages (Failure). +

+
+
+

Description

+

The objective of this technique is to describe a failure where status messages are + used in content but are not communicated to the user due to a lack of appropriate + roles or properties. +

+

The initial step in confirming a failure of Status Messages is to check that new dynamic + content meets the definition of a status message. There are two criteria that determine + if changed content on a page represents a status message: + +

    + +
  1. the new content does not take focus (does not change context);
    2. + +
  2. the new content provides information to the user on the outcome of an action, the + state of an application, the progress of a process, or the existence of errors. +
    3. + +
+ Where updated content does not conform to the definition of status message, a failure of 4.1.3 has not taken place. +

+

The second step in this failure technique involves examining code. Where dynamic + content meets the definition of a status message, its container can be examined for + an appropriate WAI-ARIA role or property which allows it to be programmatically determinable + as a status message. Currently there are only a small number of techniques available + to indicate status messages to assistive technologies. They are: + +

    + +
  • role="status"
    • + +
  • role="alert"
    • + +
  • the use of an aria-live attribute on an element, set to either "polite" or "assertive" +
    • + +
  • role="log"
    • + +
  • role="progressbar"
    • + +
+ The absence of all of these techniques predicts a failure for the status message + be announced to the user. Additionally, if the role or property is not set before the dynamic content is added, this also predicts a failure. +

+

Since additional techniques may exist to alert an assistive technology, the final + step of this failure technique is confirming whether an assistive technology (such + as a screen reader) detects the dynamic content and exposes the information to users. + Where a status message exists but is not surfaced by assistive technology, it is confirmation + that a failure has taken place. +

+
+
+

Examples

+
+

Example 1: Including a search results message without a status role

+

When a user carries out a search by pressing a Search button, the page content is + updated with the results of the search, displayed in a section below the Search button. + Since the search has no results, the change to content conveys the status message + "0 results returned". This text is not given an appropriate role for a status message, + and so a screen reader will not announce "Zero results returned" unless the user repositions + to that text. Since the status message is not automatically presented to the user + (i.e., instead, it must be manually discovered by the individual), it fails 4.1.3. +

+

Working example: search results message without appropriate role

+
+
+
+

Tests

+
+

Procedure

+

For content that is dynamically added to the page:

+
    + +
  1. Check that the element containing the updated content does not take focus
    2. + +
  2. Check that the new content provides information to the user on one of the following:
    3. + +
      + +
    • the success or result of an action
      • + +
    • the waiting state of an application
      • + +
    • the progress of a process
      • + +
    • the existence of errors
      • + +
    + +
  3. Check that the element containing the new content does not have a pre-existing aria + role of status, alert, log, or progressbar, or an aria-live attribute +
    4. + +
  4. Check that the status message is not surfaced (i.e., announced) by assistive technology
    5. + +
+
+
+

Expected Results

+
    + +
  • If #1 through #4 are all true, then content fails the Success Criterion.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F104.html b/wcag21/techniques/failures/F104.html new file mode 100644 index 0000000..59b8c3a --- /dev/null +++ b/wcag21/techniques/failures/F104.html @@ -0,0 +1,206 @@ + + + + + F104: Failure of Success Criterion 1.4.12 due to clipped or overlapped content when text + spacing is adjusted + + + + + + + + +

Failure of Success Criterion 1.4.12 due to clipped or overlapped content when text + spacing is adjusted +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This techniques applies to text content created in markup languages that support text + style properties. +

+

This technique relates to Success Criterion 1.4.12: Text Spacing (Failure). +

+
+
+

Description

+

The purpose of this technique is to identify and test a failure condition where part + of the content clips and is unreadable when the user overrides the spacing of the + text within the boundaries set out in the Text Spacing success criterion. In general, + this failure occurs when text is presented in a size-constrained block which does + not expand if the size of the content increases. Some of the ways in which this can + occur include: +

+
    + +
  • + Setting the overflow property of the enclosing element to hidden + +
    • + +
  • + Using absolutely positioned content + +
    • + +
  • + Creating borders that are not large enough for the content when using the new + font spacing + +
    • + +
+
+
+

Examples

+
+

Example 1: Text inside a box overflows and overlaps text below it when text spacing + is implemented. +

+

The code below is what is implemented in the DOM before the user implements any CSS test spacing overrides. The text renders correctly in + the box and doesn't interfere with the next paragraph. +

+

<div style="font-size:100%; width:130px; height:95px; border: thin solid gray;"> + Now is the time for all good men to come to the aid of their country. + </div> + <p>Now is the time for all good men to come to the aid of their country.</p>

+

+

+ Now is the time for all good men to come to the aid of their country. + +
+

+

Now is the time for all good men to come to the aid of their country.

+

Here is the view AFTER the text spacing has been overridden by the user with the + text spacing in the success criteria. The text overlaps the paragraph below it. +

+

+

+ Now is the time for all good men to come to the aid of their country. + +
+

+

Now is the time for all good men to come to the aid of their country.

+
+
+

Example 2: Text inside a box is clipped when text spacing is implemented.

+

The code below is what is implemented in the DOM before the user implements any CSS test spacing overrides. The text renders correctly in + the box and doesn't interfere with the next paragraph. +

+

<div style="font-size:100%; width:130px; height:95px; overflow: hidden; border: thin + solid gray;"> Now is the time for all good men to come to the aid of their country. + </div> <p>Now is the time for all good men to come to the aid of their country.</p>

+

Here is the default view before the text spacing has been overridden by the user, + The text renders properly in the box +

+

+

+ Now is the time for all good men to come to the aid of their country. + +
+

+

Now is the time for all good men to come to the aid of their country.

+

Here is the view AFTER the text spacing has been overridden by the user with the + maximum text spacing in the success criteria, the text is clipped. +

+

+

+ Now is the time for all good men to come to the aid of their country. + +
+

+

Now is the time for all good men to come to the aid of their country.

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+
    + +
  1. Open the page and review the available content.
    2. + +
  2. Override the CSS on the page using a user stylesheet, bookmarklet, extension, or application + with the values listed in the success criteria: + +
      + +
    1. Line height to at least 1.5 times the font size;
      2. + +
    2. Spacing following paragraphs to at least 2 times the font size;
      3. + +
    3. Letter spacing (tracking) to at least 0.12 times the font size;
      4. + +
    4. Word spacing to 0.16 times the font size.
      5. + +
    + +
    3. + +
  3. Check if any content is clipped, obscured, or lost due to the new text spacing.
    4. + +
+
+
+

Expected Results

+
    + +
  • If check #3 is true, then the failure condition applies and the content fails the + Success Criterion +
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F105.html b/wcag21/techniques/failures/F105.html new file mode 100644 index 0000000..0cda0d6 --- /dev/null +++ b/wcag21/techniques/failures/F105.html @@ -0,0 +1,135 @@ + + + + + F105: Failure of Success Criterion 2.5.1 due to providing functionality via a path-based + gesture without simple pointer alternative + + + + + + + + +

Failure of Success Criterion 2.5.1 due to providing functionality via a path-based + gesture without simple pointer alternative +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that include interactive controls that can be triggered using a pointer. + This technique relates to Success Criterion 2.5.1: Pointer Gestures. +

+

This technique relates to Success Criterion 2.5.1: Pointer Gestures (Failure). +

+
+
+

Description

+

The objective of this Failure is to describe situations where authors have implemented + a function that is operated via a path-based gesture, and no alternative ways of operating + this function via simple pointer gestures exist. +

+

If you did not create the content and functionality you can find path-based gestures + by exploring the content on a touch screen, or checking the page code for the existence + of specific event handlers such as touchstart or touchend. See the Understanding document for Pointer Gestures for more on the path-based gestures. +

+

Note: For functionality implemented with a path-based gesture, the possibility of also + operating it via the keyboard is beneficial (and may serve to meet Success Criterion + 2.1.1 Keyboard). The point of Success Crtierion 2.5.1, however, is to ensure that + pointer users who on many devices will have no keyboard available, have alternative + ways of operating the function via simple pointer input. +

+
+
+

Examples

+
+

Example 1

+
    + +
  • A web application implements an interface where drawing a "Z" on the screen undoes + the last action. There is no other way to undo the action. +
    • + +
  • A swipe-to-reveal control displays a set of options when swiping an item to the left, + and another set of options when swiping an item to the right. One or more of these + options are not available after the item is first opened with a single tap or click. +
    • + +
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+
    + +
  • Link
    • + +
+
+ +
+

Tests

+
+

Procedure

+

For each part of the content that implements a function that can be activated by a + path-based gesture: +

+
    + +
  1. Check that controls are available through which the same function can be carried out + via simple taps or clicks. +
    2. + +
+
+
+

Expected Results

+
    + +
  • If check #1 is false then the content fails the Success Criterion.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F106.html b/wcag21/techniques/failures/F106.html new file mode 100644 index 0000000..88854c5 --- /dev/null +++ b/wcag21/techniques/failures/F106.html @@ -0,0 +1,109 @@ + + + + + F106: Failure due to inability to deactivate motion actuation + + + + + + + +

Failure due to inability to deactivate motion actuation

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content using technologies that can support the detection of device or user motion + such as shaking or tilting and use these motions as a means of input. +

+

This technique relates to Success Criterion 2.5.4: Motion Actuation (Failure). +

+
+
+

Description

+

This describes the failure condition that results when motion actuation can not be + deactivated. People who may accidentally activate sensors due to tremors or other + motor impairments need the ability to turn off motion actuation to prevent such accidental + triggering of functions. +

+
+
Note
+

The type of motion covered by the Motion Actuation Success Criterion does not relate to the movement of users through space as registered by geolocation + sensors or beacons, or events observed by the device other than intentional gesturing + by the user. It also does not cover indirect motion associated with operating a keyboard, + pointer, or assistive technology. +

+
+
+
+

Examples

+
+

Example 1: Motion Activated Slider

+

A slider which uses tilting motion to increase or decrease the value of an input, + with no mechanism to deactivate the motion detection. +

+

Working example of a motion activated slider that can not be deactivated

+
+
+ +
+

Tests

+
+

Procedure

+

For each function that is triggered by a motion sensor:

+
    + +
  1. Check if the use of a motion sensor is essential or required to make the function + accessibility supported. +
    2. + +
  2. Check if there is a user setting which disables the motion detection.
    3. + +
+
+
+

Expected Results

+
    + +
  • If #1 and 2 are false then the control fails this success criteria.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F107.html b/wcag21/techniques/failures/F107.html new file mode 100644 index 0000000..5a52be8 --- /dev/null +++ b/wcag21/techniques/failures/F107.html @@ -0,0 +1,129 @@ + + + + + F107: Failure of Success Criterion 1.3.5 due to incorrect autocomplete attribute values + + + + + + + +

Failure of Success Criterion 1.3.5 due to incorrect autocomplete attribute values

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique applies to form inputs created in HTML which collect information about the user of the form. +

+

This technique relates to Success Criterion 1.3.5: Identify Input Purpose (Failure). +

+
+
+

Description

+

The purpose of this technique is to identify a failure condition where form inputs + do not have the correct autocomplete attribute values for inputs that request information + about the user of the form. +

+

Success Criteria 1.3.5 uses a fixed list of tokens in Input Purposes for User Interface Components (based on the HTML 5.2 autocomplete attribute’s fixed list of token values) because the programmatic association of specified + token values (metadata) allows for other machine processing, such as expressing the + input label in different modalities. +

+

Another important part of this Success Criterion is that the token values are associated + with inputs that are scoped directly to the primary end user. +

+
+
+

Examples

+
+

Example 1: Incorrect attribute

+

An online form used to collect the user's name and birthday which uses incorrect autocomplete + attributes. The correct attribute value for the first control is name and for the second control the made-up attribute value birthday was used instead of bday for this example. + 

+<h2>Your details:</h2>
+<label for="name1">Name:</label>
+<input type="text" name="field1a" autocomplete="email" id="name1"> 
+<label for="birthday1">Birthday:</label>
+<input type="text" name="field1b" autocomplete="birthday" id="birthday1>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+

For each form field which collects information about the user of the form:

+
    + +
  1. Check that the form field has an autocomplete attribute and value pair that does not + match the purpose of the input. +
    2. + +
  2. Check that the input purpose is not communicated programmatically through any other + method. +
    3. + +
+
+
+

Expected Results

+
    + +
  • If checks #1-2 are true, then the failure condition applies, and the content fails + the Success Criterion. +
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F12.html b/wcag21/techniques/failures/F12.html new file mode 100644 index 0000000..2755d7a --- /dev/null +++ b/wcag21/techniques/failures/F12.html @@ -0,0 +1,137 @@ + + + + + F12: Failure of Success Criterion 2.2.5 due to having a session time limit without a mechanism + for saving user's input and re-establishing that information upon + re-authentication + + + + + + + + +

Failure of Success Criterion 2.2.5 due to having a session time limit without a mechanism + for saving user's input and re-establishing that information upon + re-authentication +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Sites that require user login to submit input and that terminate the session + after a some period of inactivity. +

+

This technique relates to Success Criterion 2.2.5: Re-authenticating (Failure). +

+
+
+

Description

+

Web servers that require user authentication usually have a session mechanism + in which a session times out after a period of inactivity from the user. + This is sometimes done for security reasons, to protect users who are + assumed to have left their computer exposed in a state where someone could + do something harmful to them such as transfer bank funds or make an + unauthorized purchase. A user with a disability may actually still be + working to complete the form as it may take him or her longer to complete + the form than would normally be expected. Upon re-authentication, if the + state of the user's session is not restored, including all data that had + been previously entered into the form, he or she will have to start over. + And for these users, it is likely that the session will time out again + before they can complete the form. This sets up a situation where a user who + needs more time to complete the form can never complete it. +

+
+
+

Examples

+
    + +
  • A user submits a form on an authenticated site after their login has + expired. On submitting the form, they are prompted to log in again, + and then taken to a general welcome page. The data is not processed + and they must try again. +
    • + +
  • A user submits a form on an authenticated site after their login has + expired. On submitting the form, they are prompted to log in again, + and then taken back to the page they were on just before the login, + which in this case contains the form they attempted to submit. + However, the form is not populated with the data they just entered, + and they must re-enter it. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

On a site where authentication is required, user input is collected, and + which ends the user's session after a known period of inactivity: +

+ +
    + +
  1. Provide user input as required but allow the session to time out, + then submit the form. +
    2. + +
  2. When requested, re-authenticate with the server.
    3. + +
  3. Determine if the function is performed using the previously + submitted data. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #3 is false, the site fails the Success Criterion.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F13.html b/wcag21/techniques/failures/F13.html new file mode 100644 index 0000000..caf455d --- /dev/null +++ b/wcag21/techniques/failures/F13.html @@ -0,0 +1,128 @@ + + + + + F13: Failure of Success Criterion 1.1.1 and 1.4.1 due to having a text alternative that + does not + include information that is conveyed by color differences in the image + + + + + + + + +

Failure of Success Criterion 1.1.1 and 1.4.1 due to having a text alternative that + does not + include information that is conveyed by color differences in the image +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to describe the failure that occurs when + an image uses color differences to convey information, but the text alternative for + the + image does not convey that information. This can cause problems for people + who are blind or colorblind because they will not be able to perceive the + information conveyed by the color differences. +

+
+
+

Examples

+
    + +
  • A bar chart of sales data is provided as an image. The chart includes + yearly sales figures for four employees in the Sales Department. The + text alternative for the image says, "The following bar chart + displays the yearly sales figures for the Sales Department. Mary + sold 3.1 Million; Fred, 2.6 Million; Bob, 2.2 Million; and Andrew, + 3.4 Million. The red bars indicate sales that were below the yearly + quota". This text alternative fails to provide the information which + is conveyed by the color red in the image. The alternative should + indicate which people did not meet the sales quota rather than + relying on color. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

For all images in the content that convey information by way of color differences: + +

+ +
    + +
  1. Check that the information conveyed by color differences is not included in + the text alternative for the image. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is true, then this failure condition applies and + content fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F14.html b/wcag21/techniques/failures/F14.html new file mode 100644 index 0000000..27bdc1b --- /dev/null +++ b/wcag21/techniques/failures/F14.html @@ -0,0 +1,138 @@ + + + + + F14: Failure of Success Criterion 1.3.3 due to identifying content only by its shape or + location + + + + + + + + +

Failure of Success Criterion 1.3.3 due to identifying content only by its shape or + location +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 1.3.3: Sensory Characteristics (Failure). +

+
+
+

Description

+

The objective of this technique is to show how identifying content only by + its visual shape or location makes content difficult to understand and operate. + When only visual identification or location is used, users with visual + disabilities may find it difficult to locate content since they cannot see + the screen or may perceive only a small portion of the screen at one time. + Also, location of content can vary if page layout varies due to variations + in font, window, or screen size. +

+
+
+

Examples

+
    + +
  • The navigation instructions for a site state, "To go to next page, + press the button to the right. To go back to previous page, press + the button to the left." +
    • + +
  • A user is reading a news article in an on-line newspaper. The article + contains an illustration and additional links for more information. + Within the text of the article is a statement, "Please see sidebar + to the left of the illustration for links to additional + information." An assistive technology user would have difficulty + finding the illustration and the sidebar. Some alternatives would be + to include the list of links within the text; to provide an in-page + link within the text which links to the sidebar; to provide a + heading for the sidebar which can be used for navigation and refer + to the heading in the instructions. +
    • + +
  • A user is completing an on-line survey. There are three buttons at + the bottom of the survey form. The instructions state, "Press the + square button to exit the survey without saving, Press the triangle + button to save in-progress survey results. You may return later to + complete the survey. Press the round button to submit the survey + results." A screen reader user or a user unable to distinguish shapes cannot determine + which button is + square, triangular, or round. The buttons must have additional + information to indicate their functions or their shapes. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine the Web page for textual references to content within the + Web page. +
    2. + +
  2. Check that the references do not rely on only the visual shape or + location of the content. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #2 is false, then this failure condition applies and the + content fails this Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F15.html b/wcag21/techniques/failures/F15.html new file mode 100644 index 0000000..207bf05 --- /dev/null +++ b/wcag21/techniques/failures/F15.html @@ -0,0 +1,141 @@ + + + + + F15: Failure of Success Criterion 4.1.2 due to implementing custom controls that do not + use an accessibility API for the technology, or do so incompletely + + + + + + + + +

Failure of Success Criterion 4.1.2 due to implementing custom controls that do not + use an accessibility API for the technology, or do so incompletely +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies that support an accessibility API.

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Failure). +

+
+
+

Description

+

When standard controls from accessible technologies are used, they usually are programmed + in a way that uses and supports the accessibility API. If custom controls are created, + however, then it is up to the programmer to be sure that the newly created control + supports the accessibility API. If this is not done, then assistive technologies will + not be able to understand what the control is or how to operate it or may not even + know of its existence. +

+
+
Note
+
+ +

For technologies that support it, WAI-ARIA can be used to expose a custom control's + role, name, value, states, and properties via the accessibility API for the technology. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

A music player is designed with custom controls that look like + musical notes that are stretched for volume, tone etc. The + programmer does not make the new control support the Accessibility + API. As a result - the controls cannot be identified or controlled + from AT. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Using the accessibility checker for the technology (or if + that is not available, inspect the code or test with an + assistive technology), check the controls to see if they support + the accessibility API. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is false, then this failure condition applies and the + content fails this Success Criterion +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F16.html b/wcag21/techniques/failures/F16.html new file mode 100644 index 0000000..c90e48d --- /dev/null +++ b/wcag21/techniques/failures/F16.html @@ -0,0 +1,129 @@ + + + + + F16: Failure of Success Criterion 2.2.2 due to including scrolling content where movement + is not essential to the activity without also including a mechanism to pause and restart + the content + + + + + + + + +

Failure of Success Criterion 2.2.2 due to including scrolling content where movement + is not essential to the activity without also including a mechanism to pause and restart + the content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support visual movement or scrolling.

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Failure). +

+
+
+

Description

+

In this failure technique, there is moving or scrolling content that cannot + be paused and resumed by users. In this case, some users with low vision or + cognitive disabilities will not be able to perceive the content. +

+
+
+

Examples

+
    + +
  • A page has a scrolling news ticker without a mechanism to pause it. + Some users are unable to read the scrolling content. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

On a page with moving or scrolling content,

+ +
    + +
  1. Check that a mechanism is provided in the Web page or user agent + to pause moving or scrolling content. +
    2. + +
  2. Use the pause mechanism to pause the moving or scrolling + content. +
    3. + +
  3. Check that the moving or scrolling has stopped and does not + restart by itself. +
    4. + +
  4. Check that a mechanism is provided in the Web page or user agent + to restart the paused content. +
    5. + +
  5. Use the restart mechanism provided to restart the moving + content. +
    6. + +
  6. Check that the movement or scrolling has resumed from the point + where it was stopped. +
    7. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1, step #3, step #4, or step #6 are false, then the content fails the success + criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F19.html b/wcag21/techniques/failures/F19.html new file mode 100644 index 0000000..a79f6f5 --- /dev/null +++ b/wcag21/techniques/failures/F19.html @@ -0,0 +1,124 @@ + + + + + F19: Failure of Conformance Requirement 1 due to not providing a method for the user to + find the alternative conforming version of a non-conforming Web page + + + + + + + + +

Failure of Conformance Requirement 1 due to not providing a method for the user to + find the alternative conforming version of a non-conforming Web page +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Sites that provide alternative, WCAG-conforming versions of nonconforming + primary content. +

+

This technique is not referenced from any Understanding document.

+
+
+

Description

+

This failure technique describes the situation in which an alternate, conforming + version of the content is provided, but there is no direct way for a user to tell + that it is available or where to find it. Such content fails the Success Criterion + because the user cannot find the conforming version. +

+
+
+

Examples

+
    + +
  • A link or a search takes a user directly to one of the nonconforming + pages in the Web site. There is neither an indication that an + alternate page is available, nor a path to the alternate page from + the nonconforming page. +
    • + +
  • Nonconforming pages on the Web site inform the user that a + conforming version is available and provide a link to the home page. + However, the user must search the site for the conforming version of + the page, so the functionality does not meet the requirements of the + Success Criterion. +
    • + +
  • A user is able to use the nonconforming Web site for most pages. But + when the user is not able to access a particular page, there is no + way to find the conforming version of the page. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify a nonconforming page that has an alternative conforming + version. +
    2. + +
  2. Determine if the nonconforming page provides a link to the + conforming version. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  1. If step #2 is false, the content fails the Success Criterion.
    2. + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F2.html b/wcag21/techniques/failures/F2.html new file mode 100644 index 0000000..a85f7aa --- /dev/null +++ b/wcag21/techniques/failures/F2.html @@ -0,0 +1,197 @@ + + + + + F2: Failure of Success Criterion 1.3.1 due to using changes in text presentation to convey + information without using the appropriate markup or text + + + + + + + + +

Failure of Success Criterion 1.3.1 due to using changes in text presentation to convey + information without using the appropriate markup or text +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support images or presentation markup.

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Failure). +

+
+
+

Description

+

This document describes a failure that occurs when a change in the appearance of text + conveys meaning without using appropriate semantic markup. This failure also applies + to images of text that are not enclosed in the appropriate semantic markup. +

+
+
+

Examples

+
+

Example 1: Using CSS to style the p element to look like a heading +

+

The author intended to make a heading but didn't want the look of the default HTML + heading. So they used CSS to style the P element to look like a heading and they called + it a heading. But they failed to use the proper HTML heading element. Therefore, the + Assisitive Technology could not distinguish it as a heading. + 

+ <style type="text/css">
+ .heading1{
+        font-family: Times, serif;
+        font-size:200%;
+        font-weight:bold;
+ }
+ </style>
+
+ <p class="heading1">Introduction</p>
+ <p>This introduction provides detailed information about how to use this 
+ ........
+ </p>
+
+
Note
+
+ +

In this case, the proper approach would be to use CSS to style the H1 element in HTML. +

+ +
+
+
+
+

Example 2: Images of text used as headings where the images are not marked up with + heading tags +

+

Chapter1.gif is an image of the words, "Chapter One" in a Garamond font sized at 20 + pixels. This is a failure because at a minimum the img element should be enclosed + within a header element. A better solution would be to eliminate the image and to + enclose the text within a header element which has been styled using CSS. + 

+<img src="Chapter1.gif" alt="Chapter One">
+ 
+<p>Once upon a time in the land of the Web.....
+</p>
+
+
+

Example 3: Using CSS to visually emphasize a phrase or word without conveying that + emphasis semantically +

+

The following example fails because the information conveyed by using the CSS font-weight + property to change to a bold font is not conveyed through semantic markup or stated + explicitly in the text. +

+

Here is a CSS class to specify bold:

+.yell {
+  font-weight:bold;
+  text-transform: uppercase;
+}
+

And here is the corresponding HTML:

+<p>
+ "I said, <span class="yell">no</span>, not before dinner!", 
+ was the exasperated response when Timmy asked his mother for the 
+ fourth time for an ice cream cone. 
+ </p>
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. + +

    For images of text:

    + +
      + +
    1. Check if any images of text are used to convey structural information of the document.
      2. + +
    2. Check that the proper semantic structure (e.g., HTML headings) is used with the text + to convey the information. +
      3. + +
    + +
    2. + +
  2. + +

    For styled text that conveys information:

    + +
      + +
    1. Check if there is any styled text that conveys structural information.
      2. + +
    2. Check that in addition to styling, the proper semantic structure is used with the + text to convey the information. +
      3. + +
    + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1.1 is true, then #1.2 is true.
    • + +
  • If check #2.1 is true, then #2.2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F20.html b/wcag21/techniques/failures/F20.html new file mode 100644 index 0000000..5571795 --- /dev/null +++ b/wcag21/techniques/failures/F20.html @@ -0,0 +1,121 @@ + + + + + F20: Failure of Success Criterion 1.1.1 and 4.1.2 due to not updating text alternatives + when + changes to non-text content occur + + + + + + + + +

Failure of Success Criterion 1.1.1 and 4.1.2 due to not updating text alternatives + when + changes to non-text content occur +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this failure condition is to address situations where the + non-text content is updated, but the text alternative is not updated at the + same time. If the text in the text alternative cannot still be used in + place of the non-text content without losing information or function, then + it fails because it is no longer a text alternative for the non-text + content. +

+
+
+

Examples

+
    + +
  • + Failure Example 1: A Sales chart is updated + to October results, but the text alternative still describes + September results. +
    • + +
  • + Failure Example 2: Pictures on a home page + change daily, but text alternatives are not updated at the same + time. +
    • + +
  • + Failure Example 3: The source attribute of + images on a page is updated periodically using script, but the text + alternatives are not updated at the same time. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check each text alternative to see if it is describing content + other than the currently-displayed non-text content. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is true then the text alternative is not up to date with + current item, this failure condition applies, and content fails + these Success Criteria. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F22.html b/wcag21/techniques/failures/F22.html new file mode 100644 index 0000000..289bbbb --- /dev/null +++ b/wcag21/techniques/failures/F22.html @@ -0,0 +1,146 @@ + + + + + F22: Failure of Success Criterion 3.2.5 due to opening windows that are not requested by + the + user + + + + + + + + +

Failure of Success Criterion 3.2.5 due to opening windows that are not requested by + the + user +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

General

+

This technique relates to Success Criterion 3.2.5: Change on Request (Failure). +

+
+
+

Description

+

Failure due to opening new windows when the user does not expect them. New + windows take the focus away from what the user is reading or doing. This is + fine when the user has interacted with a piece of User Interface and expects + to get a new window, such as an options dialogue. The failure comes when + pop-ups appear unexpectedly. +

+
+
+

Examples

+
+

Example 1

+

When a user navigates to a page, a new window appears over the + existing user agent window, and the focus is moved to the new + window. +

+
+
+

Example 2

+

A user clicks on a link, and a new window appears. The original link + has no associated text saying that it will open a new window. +

+
+
+

Example 3

+

A user clicks on the body of a page and a new window appears. No + indication that the area that was clicked has functionality is + present. +

+
+
+

Example 4

+

A user clicks on undecorated text within the page and a new window + appears. The page has no visible indication that the area is functional. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Load the Web page.
    2. + +
  2. Check if new (additional) windows open.
    3. + +
  3. Find every actionable element, such as links and buttons, in the + Web page. +
    4. + +
  4. Activate each element.
    5. + +
  5. Check if activating the element opens a new window.
    6. + +
  6. Check if elements that open new windows have associated text + saying that will happen. The text can be displayed in the link, + or available through a hidden association such as an HTML title + attribute. +
    7. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #2 is true, the failure condition applies and the content + fails the Success Criterion +
    • + +
  • If step #5 is true and step #6 is false, the failure condition applies and + the content fails the Success Criterion +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F23.html b/wcag21/techniques/failures/F23.html new file mode 100644 index 0000000..f55c233 --- /dev/null +++ b/wcag21/techniques/failures/F23.html @@ -0,0 +1,110 @@ + + + + + F23: Failure of 1.4.2 due to playing a sound longer than 3 seconds where + there is no mechanism to turn it off + + + + + + + + +

Failure of 1.4.2 due to playing a sound longer than 3 seconds where + there is no mechanism to turn it off +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies except those for voice interaction.

+

This technique relates to Success Criterion 1.4.2: Audio Control (Failure). +

+
+
+

Description

+

This describes a failure condition for Success Criteria involving sound. If sound + does not + turn off automatically within 3 seconds and there is no way to turn the + sound off then Success Criterion 1.4.2 would not be met. Sounds that play over 3 seconds + when there is no mechanism to turn off the sound included in the content + would fall within this failure condition. +

+
+
+

Examples

+
+

Example 1

+
    + +
  • A site that plays continuous background music
    • + +
+
+
+

Example 2

+
    + +
  • A site with a narrator that lasts more than 3 seconds before + stopping, and there is no mechanism to stop it. +
    • + +
+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a way in a Web page to turn off any sound that + plays automatically for more than three seconds. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is not true then content fails Success Criterion 1.4.2 + +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F24.html b/wcag21/techniques/failures/F24.html new file mode 100644 index 0000000..376f244 --- /dev/null +++ b/wcag21/techniques/failures/F24.html @@ -0,0 +1,289 @@ + + + + + F24: Failure of Success Criterion 1.4.3, 1.4.6 and 1.4.8 due to specifying foreground colors + without + specifying background colors or vice versa + + + + + + + + +

Failure of Success Criterion 1.4.3, 1.4.6 and 1.4.8 due to specifying foreground colors + without + specifying background colors or vice versa +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that allow user agents to control foreground and background + colors through personal stylesheets or other means. +

+

This technique relates to:

+ +
+
+

Description

+

Users with vision loss or cognitive, language and learning challenges often prefer + specific foreground and background color combinations. In some cases, individuals + with low vision will find it much easier to see a Web page that has white text on + a black background, and they may have set their user agent to present this contrast. + Many user agents make it possible for users to choose a preference about the foreground + or background colors they would like to see without overriding all author-specified + styles. This makes it possible for users to view pages where colors have not been + specified by the author in their preferred color combination. +

+

Unless an author specifies both foreground and background colors, then they (the author) + can no longer guarantee that the user will get a contrast that meets the contrast + requirements. If, for example, the author specifies, that text should be grey, then + it may override the settings of the user agent and render a page that has grey text + (specified by the author) on a light grey background (that was set by the user in + their user agent). This principle also works in reverse. If the author forces the + background to be white, then the white background specified by the author could be + similar in color to the text color preference expressed by the user in their user + agent settings, thus rendering the page unusable to the user. Because an author can + not predict how a user may have configured their preferences, if the author specifies + a foreground text color then they should also specify a background color which has + sufficient contrast with the foreground and vice versa. +

+

It is not necessary that the foreground and background colors both be defined on the + same CSS rule. Since CSS color properties inherit from ancestor elements, it is sufficient + if both foreground and background colors are defined either directly or through inheritance + by the time that color is applied to a given element. +

+
+
Note
+
+ +

+ Best practice is to include all states of the text. For example, text, link text, + visited link text, link text with hover and keyboard focus, etc. +

+ +
+
+
+
+

Examples

+
+

Example 1: Specifying only background color with CSS

+

In the example below the background color is defined on the CSS + stylesheet, however the foreground color is not defined. Therefore, + the example fails the Success Criterion. + 

+  <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" 
+    "https://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
+<html xmlns="http://www.w3.org/1999/xhtml">
+<html>
+<head>
+ <title>Setting the canvas background</title>
+    <style type="text/css">
+
+       body {background-color:white}
+    </style>
+  </head>
+  <body>
+    <p>My background is white.</p>
+  </body>
+</html>
+
+

Example 2: Specifying only foreground color with CSS

+

In the example below the foreground color is defined on the CSS + stylesheet, however the background color is not defined. Therefore, + the example fails the Success Criterion. + 

+ <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
+   "https://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
+<html xmlns="http://www.w3.org/1999/xhtml">
+<html>
+<head>
+ <title>Setting the canvas foreground</title>
+    <style type="text/css">
+       body {color:white}
+    </style>
+  </head>
+
+  <body>
+    <p>My foreground is white.</p>
+  </body>
+</html>
+
+

Example 3: Specifying foreground color of link text with CSS

+

In the example below the link text (foreground) color is defined on + the body element. However, the background color is not defined. + Therefore, the example fails the Success Criterion. + 

+  <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01//EN" 
+    "https://www.w3.org/TR/html4/strict.dtd">
+<html xmlns="http://www.w3.org/1999/xhtml">
+<html>
+<head>
+ <title>A study of population dynamics</TITLE>
+ <style type="text/css">
+  a:link { color: red }
+  a:visited { color: maroon }
+  a:active { color: fuchsia }
+ </style>
+
+</head>
+<body>
+  <p>... document body... <a href="foo.htm">Foo</a></p>
+</body>
+</html>
+
+

Example 4: Specifying only background color with bgcolor in HTML +

+

In the example below the background color is defined on the body + element, however the foreground color is not defined. Therefore, the + example fails the Success Criterion. +

+

Note that the use of the bgcolor attribute is deprecated as of HTML 4, but this failure example is included as this + usage is still found on some web sites. + 

   
+<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" 
+  "https://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
+  <html xmlns="http://www.w3.org/1999/xhtml">
+      <html>
+          <head>
+              <title>A study of population dynamics</title>
+          </head>
+          <body bgcolor="white">
+              <p> ... document body...</p>
+          </body>
+  </html>
+
+

Example 5: Specifying only foreground color with the text attribute in HTML +

+

In the example below the foreground color is defined on the body + element, however the background color is not defined. Therefore, the + example fails the Success Criterion. +

+

Note that the use of the text attribute is deprecated as of HTML 4, but this failure example is included as this + usage is still found on some web sites. + 

+ <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" 
+   "https://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
+<html xmlns="http://www.w3.org/1999/xhtml">
+<html>
+<head>
+ <title>A study of population dynamics</title>
+
+</head>
+<body text="white">
+  <p>... document body...</p>
+</body>
+</html>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine the code of the Web page.
    2. + +
  2. Check to see if an author-specified foreground color is present
    3. + +
  3. Check to see if an author-specified background color is present
    4. + +
+ +
+
Note
+
+ +

+ Color and background color may be specified at any level in the cascade of preceding + selectors, by external stylesheets or through inheritance rules. + +

+ +

+ Background color may also be specified using a background image with the CSS property + 'background-image' or with the CSS property 'background' (with the URI of the image, + e.g., 'background: url("images/bg.gif")'). With background images, it is still necessary + to specify a background color, because users may have images turned off in their browser. + But the background image and the background color need to be checked. +

+ +
+
+ +
+
+

Expected Results

+ +

If step #2 is true but step #3 is false, OR if step #3 is true but step #2 is false + then this + failure condition applies and content fails these Success Criteria. +

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F25.html b/wcag21/techniques/failures/F25.html new file mode 100644 index 0000000..d62e28c --- /dev/null +++ b/wcag21/techniques/failures/F25.html @@ -0,0 +1,141 @@ + + + + + F25: Failure of Success Criterion 2.4.2 due to the title of a Web page not identifying + the + contents + + + + + + + + +

Failure of Success Criterion 2.4.2 due to the title of a Web page not identifying + the + contents +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.4.2: Page Titled (Failure). +

+
+
+

Description

+

This describes a failure condition when the Web page has a title, but the + title does not identify the contents or purpose of the Web page. +

+
+
+

Examples

+
+

Example 1

+

Examples of text that are not titles include:

+
    + +
  • + +

    Authoring tool default titles, such as

    + +
      + +
    • "Enter the title of your HTML document here,"
      • + +
    • "Untitled Document"
      • + +
    • "No Title"
      • + +
    • "Untitled Page"
      • + +
    • "New Page 1"
      • + +
    + +
    • + +
  • Filenames that are not descriptive in their own right, such + as "report.html" or "spk12.html" +
    • + +
  • Empty text
    • + +
  • Filler or placeholder text
    • + +
+
+
+

Example 2

+

A site generated using templates includes the same title for each + page on the site. So the title cannot be used to distinguish among + the pages. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check whether the title of each Web page identifies the contents + or purpose of the Web page . +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is false, then this failure condition applies and the + content fails this Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F26.html b/wcag21/techniques/failures/F26.html new file mode 100644 index 0000000..52ac63b --- /dev/null +++ b/wcag21/techniques/failures/F26.html @@ -0,0 +1,122 @@ + + + + + F26: + Failure of Success Criterion 1.3.3 due to using a graphical symbol alone to convey + information + + + + + + + + +

+ Failure of Success Criterion 1.3.3 due to using a graphical symbol alone to convey + information +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 1.3.3: Sensory Characteristics (Failure). +

+
+
+

Description

+

The objective of this technique is to show how using a graphical symbol to convey + information can make content difficult to comprehend. A graphical symbol may be an + image, an image of text or a pictorial or decorative character symbol (glyph) which + imparts information nonverbally. Examples of graphical symbols include an image of + a red circle with a line through it, a "smiley" face, or a glyph which represents + a check mark, arrow, or other symbol but is not the character with that meaning. +

+

Assistive technology users may have difficulty determining the meaning of the graphical + symbol. If a graphical symbol is used to convey information, provide an alternative + using features of the technology or use a different mechanism that can be marked with + an alternative to represent the graphical symbol. For example, an image with a text + alternative can be used instead of the glyph. +

+
+
+

Examples

+
+

Example 1: Glyphs Used to Indicate Status

+

A shopping cart uses two simple glyphs to indicate whether an item is available for + immediate shipment. A circle indicates that the item is in stock and ready to ship. + An square indicates that the item is currently on back order and not available for + immediate shipment. The instructions above items refer to the circle and square as + the sole means to differentiating whether an item is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each instuction that refers to non-text marks that convey information:

+ +
    + +
  1. Check whether there are other means to determine the information conveyed by the non-text + marks. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If #1 is false, then this failure condition applies and the content fails this Success + Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F3.html b/wcag21/techniques/failures/F3.html new file mode 100644 index 0000000..43b6ba8 --- /dev/null +++ b/wcag21/techniques/failures/F3.html @@ -0,0 +1,184 @@ + + + + + F3: Failure of Success Criterion 1.1.1 due to using CSS to include images that convey + important information + + + + + + + + +

Failure of Success Criterion 1.1.1 due to using CSS to include images that convey + important information +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS.

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Failure). +

+
+
+

Description

+

The CSS background-image property provides a way to include images in the + document with CSS without any reference in the HTML code. The CSS + background-image property was designed for decorative purposes and it is not + possible to associate text alternatives with images that are included via + CSS. Text alternatives are necessary for people who cannot see images that + convey important information. Therefore, it is a failure to use this + property to add images to convey important information. This failure would apply equally + in a case where the background image was declared in the HTML style attribute, as + well as in a case where the background image declaration was created dynamically in + a client script (see example 3 below). +

+
+
Note
+
+ +

Embedding information into a background image can also cause problems for people who + use alternate backgrounds in order to increase legibility and for users of high contrast + mode in some operating systems. These users, would lose the information in the background + image due to lack of any alternative text. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

In the following example, part of the content is contained in an + image that is presented by CSS alone. In this example, the image + TopRate.png is a 180 by 200 pixel image that contains the text, + "19.3% APR Typical Variable." + 

 The CSS contains: 
+p#bestinterest {
+  padding-left: 200px;
+  background: transparent url(/images/TopRate.png) no-repeat top left;
+}

It is used in this excerpt: 

 
+<p id="bestinterest">
+  Where else would you find a better interest rate?
+</p>
+
+

Example 2

+

A book distributor uses background images to provide icons against a + list of book titles to indicate whether they are new, limited, + in-stock, or out of stock. +

+

The CSS contains: 

+ul#booklist li {
+  padding-left: 20px;
+}
+
+ul#booklist li.new {
+  background: transparent url(new.png) no-repeat top left; 
+}
+                            
+ul#booklist li.limited {
+  background: transparent url(limited.png) no-repeat top left; 
+}
+                            
+ul#booklist li.instock {
+  background: transparent url(instock.png) no-repeat top left; 
+}
+
+ul#booklist li.outstock {
+  background: transparent url(outstock.png) no-repeat top left; 
+}

It is used in this excerpt: 

+<ul id="booklist">
+  <li class="new">Some book</li>
+  <li class="instock">Some other book</li>
+  <li class="limited">A book we desperately want to get rid of</li>
+  ...
+  <li class="outstock">A book you actually want </li>
+</ul>
+
+

Example 3

+

Using the code from example 1, the same background image is declared in the HTML style + attribute: + 

<p id="bestinterest" style="background: transparent url(/images/TopRate.png) no-repeat top left;" >
+Where else would you find a better interest rate?
+<p>

In the following code, the background image declaration is created in a client script:

<script type="text/javascript">
+var newP = document.createElement('p');
+var newPText = document.createTextNode('Where else would you find a better interest rate?');
+newP.appendChild(newPText);
+newP.style.background = 'transparent url(/images/TopRate.png) no-repeat top left';
+document.body.appendChild(newP);
+</script>
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine all images added to the content via CSS, HTML style attributes, or dynamically + in script as background images. +
    2. + +
  2. Check that the images do not convey important information.
    3. + +
  3. If an image does convey important information, the information is + provided to assistive technologies and is also available when the CSS image is + not displayed. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #2 and step #3 are both false, then this failure condition applies and the + content fails this Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F30.html b/wcag21/techniques/failures/F30.html new file mode 100644 index 0000000..f07b6eb --- /dev/null +++ b/wcag21/techniques/failures/F30.html @@ -0,0 +1,119 @@ + + + + + F30: Failure of Success Criterion 1.1.1 and 1.2.1 due to using text alternatives that are + not + alternatives (e.g., filenames or placeholder text) + + + + + + + + +

Failure of Success Criterion 1.1.1 and 1.2.1 due to using text alternatives that are + not + alternatives (e.g., filenames or placeholder text) +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to:

+ +
+
+

Description

+

This describes a failure condition for all techniques involving text + alternatives. If the text in the "text alternative" cannot be used in place + of the non-text content without losing information or function then it fails + because it is not, in fact, an alternative to the non-text content. +

+
+
+

Examples

+
+

Example 1

+

Examples of text that are not text alternatives include:

+
    + +
  • placeholder text such as " " or "spacer" or "image" or + "picture" etc that are put into the 'text alternative' + location on images or pictures. +
    • + +
  • programming references that do not convey the information or + function of the non-text content such as "picture 1", + "picture 2" or "0001", "0002" or "Intro#1", "Intro#2". +
    • + +
  • filenames that are not valid text alternatives in their own + right such as "Oct.jpg" or "Chart.jpg" or + "sales\\oct\\top3.jpg" +
    • + +
+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check each text alternative to see if it is not actually a text + alternative for the non-text content. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is true then this failure condition applies and content + fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F31.html b/wcag21/techniques/failures/F31.html new file mode 100644 index 0000000..b6f0d44 --- /dev/null +++ b/wcag21/techniques/failures/F31.html @@ -0,0 +1,120 @@ + + + + + F31: Failure of Success Criterion 3.2.4 due to using two different labels for the same + function on different Web pages within a set of Web pages + + + + + + + + +

Failure of Success Criterion 3.2.4 due to using two different labels for the same + function on different Web pages within a set of Web pages +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to Success Criterion 3.2.4: Consistent Identification (Failure). +

+
+
+

Description

+

Components that have the same function in different Web pages are more + easily recognized if they are labeled consistently. If the naming is not + consistent, some users may get confused. +

+
+
Note
+
+ +

Text alternatives that are "consistent" are not always "identical." For + instance, you may have an 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 not be failures + for this Success Criterion. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

One of the most common examples of using inconsistent labels for + components with the same function is to use a button that says + "search" in one page and to use a button that says "find" on another + page when they both serve the identical function. +

+
+
+

Example 2

+

An online authoring tool that uses a button with "Save page" on one + page and "Save" on another page, in both cases for the same + function. +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. In a set of Web pages, find components with the same function + that are repeated in multiple Web pages. +
    2. + +
  2. For each component with the same function found in step #1, check + that the naming is consistent. +
    3. + +
+ +
+
+

Expected Results

+ +

If step #2 is false then this failure condition applies and content fails + the Success Criterion. +

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F32.html b/wcag21/techniques/failures/F32.html new file mode 100644 index 0000000..52e1839 --- /dev/null +++ b/wcag21/techniques/failures/F32.html @@ -0,0 +1,159 @@ + + + + + F32: Failure of Success Criterion 1.3.2 due to using white space characters to control + spacing within a word + + + + + + + + +

Failure of Success Criterion 1.3.2 due to using white space characters to control + spacing within a word +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 1.3.2: Meaningful Sequence (Failure). +

+
+
+

Description

+

The objective of this technique is to describe how using white space characters, such + as space, tab, line break, or carriage return, to format individual words visually + can be a failure to present meaningful sequences properly. When blank characters are + inserted to control letter spacing within a word, they may change the interpretation + of the word or cause it not to be programmatically recognized as a single word. + +

+

Inserting white space characters into an initialism is not an example of this + failure, since the white space does not change the interpretation of the + initialism and may make it easier to understand. +

+

The use of white space between words for visual formatting is not a failure, + since it does not change the interpretation of the words. +

+
+
+

Examples

+
+

Example 1: Failure due to adding white space in the middle of a word

+

This example has white spaces within a word to space out the letters + in a heading. Screen readers may read each letter individually + instead of the word "Welcome." + 

+<h1>W e l c o m e</h1>
+

&nbsp; can also be used to add white space, producing similar + failures: + 

+<h1>H&nbsp;E&nbsp;L&nbsp;L&nbsp;O</h1>
+
+
+

Example 2: White space in the middle of a word changing its meaning

+

In Japanese, Han characters (Kanji) may have multiple readings that + mean very different things. In this example, the word is read + incorrectly because screen readers may not recognize these + characters as a word because of the white space between the + characters. The characters mean "Tokyo," but screen readers say + "Higashi Kyo". + 

+<h1>東　京</h1>
+
+
+

Example 3: Using line break characters to format vertical text

+

In the row header cell of a data table containing Japanese text, + authors often create vertical text by using line break characters. + However screen readers are not able to read the words in vertical + text correctly because the line breaks occur within the word. In the + following example, "東京都"(Tokyo-to) will be read "Higashi Kyo + Miyako". + 

+<table>
+<caption>表1.　都道府県別一覧表</caption>
+<tr>
+<td></td>
+<th scope="col">（見出しセル 1.）</th>
+<th scope="col">（見出しセル 2.）</th>
+</tr>
+<tr>
+<th scope="row">東<br />京<br />都</th>
+<td>（データセル 1.）</td>
+<td>（データセル 2.）</td>
+</tr>
+・・・・・・
+</table>
+
+
+ +
+

Tests

+
+

Procedure

+ +

For each word that appears to have non-standard spacing between + characters: +

+ +
    + +
  1. Check whether any words in the text of the content contain white + space characters . +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is true, then this failure condition applies and the + content fails this Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F33.html b/wcag21/techniques/failures/F33.html new file mode 100644 index 0000000..1497750 --- /dev/null +++ b/wcag21/techniques/failures/F33.html @@ -0,0 +1,154 @@ + + + + + F33: Failure of Success Criterion 1.3.1 and 1.3.2 due to using white space characters to + create multiple columns in plain text content + + + + + + + + +

Failure of Success Criterion 1.3.1 and 1.3.2 due to using white space characters to + create multiple columns in plain text content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to describe how using white space + characters, such as space, tab, line break, or carriage return, to format columns + of + data in text content is a failure to use structure properly. Assistive + technologies will interpret content in the reading order of the current + language. Using white space characters to create multiple columns does not + provide the information in a natural reading order. Thus, the assistive + technology user will not be presented with the information in an + understandable manner. +

+

Plain text is not suitable for displaying multiple columns of text. Modify + the content to present the data in a different layout. Alternatively, use a + technology that provides structural elements to represent columnar data. +

+
+
+

Examples

+
+

Example 1

+

The following example incorrectly uses white space characters to + format a paragraph into a two column format. + 

+Web Content Accessibility Guidelines      including blindness and low vision, 
+2.0 (WCAG 2.0) covers a wide range of     deafness and hearing loss, learning 
+issues and recommendations for making     difficulties, cognitive limitations, limited 
+Web content more accessible. This         movement, speech difficulties, and 
+document contains principles,             others. Following these guidelines will 
+guidelines, Success Criteria, benefits,   also make your Web content more 
+and examples that define and explain      accessible to the vast majority of users, 
+the requirements for making Web-based     including older users. It will also enable
+information and applications accessible.  people to access Web content using 
+"Accessible" means usable to a wide       many different devices - including a 
+range of people with disabilities,        wide variety of assistive technologies.
+

If this table was to be interpreted and spoken by a screen reader it + would speak the following lines: +

+
    + +
  • Web Content Accessibility Guidelines including blindness and + low vision, +
    • + +
  • 2.0 (WCAG 2.0) covers a wide range of deafness and hearing + loss, learning +
    • + +
  • issues and recommendations for making difficulties, cognitive + limitations, limited +
    • + +
  • Web content more accessible. This movement, speech + difficulties, and +
    • + +
  • (additional lines eliminated for brevity)
    • + +
+

If the text were reflowed, or changed from a fixed to a variable + font, or increased in size until lines no longer fit on the page, + similar interpretation issues would arise in the visual + presentation. +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine the document for data or information presented in + columnar format. +
    2. + +
  2. Check whether the columns are created using white space + characters to lay out the information. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #2 is true, then this failure condition applies and the + content fails these Success Criteria. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F34.html b/wcag21/techniques/failures/F34.html new file mode 100644 index 0000000..c396df2 --- /dev/null +++ b/wcag21/techniques/failures/F34.html @@ -0,0 +1,163 @@ + + + + + F34: Failure of Success Criterion 1.3.1 and 1.3.2 due to using white space characters to + format tables in plain text content + + + + + + + + +

Failure of Success Criterion 1.3.1 and 1.3.2 due to using white space characters to + format tables in plain text content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to describe how using white space + characters, such as space, tab, line break, or carriage return, to format tables in + text + content is a failure to use structure properly. When tables are created in + this manner there is no way to indicate that a cell is intended to be a + header cell, no way to associate the table header cells with the table data + cells, or to navigate directly to a particular cell in a table. +

+

In addition, assistive technologies will interpret content in the reading + order of the current language. Using white space to organize data in a + visual table does not provide the information in a natural reading order in + the source of the document. Thus, the assistive technology user will not be + presented with the information in a logical reading order. +

+

Plain text is not suitable for displaying complex information like tables + because the structure of the table cannot be perceived. Rather than using + visual formatting to represent tabular relations, + tabular information would need to be presented using a different technology or presented + linearly. (See Presenting tabular information in plain text) +

+
+
+

Examples

+
+

Example 1

+

The following example incorrectly uses white space to format a Menu + as a visual table. + 

+Menu
+         Breakfast        Lunch           Dinner
+
+Monday   2 fried eggs    tomato soup     garden salad
+         bacon           hamburger       Fried Chicken
+         toast           onion rings     green beans
+                         Oatmeal cookie  mashed potatoes
+
+Tuesday   Pancakes       vegetable soup  Caesar salad
+          sausage        hot dogs        Spaghetti with meatballs
+          orange juice   potato salad    Italian bread
+                         brownie         ice cream
+

If this table was to be interpreted and spoken by a screen reader it + would speak the following lines: +

+
    + +
  • Menu
    • + +
  • Breakfast Lunch Dinner
    • + +
  • Monday 2 fried eggs tomato soup garden salad
    • + +
  • bacon hamburger Fried Chicken
    • + +
  • toast onion rings green beans
    • + +
  • Oatmeal cookie mashed potatoes
    • + +
+

This reading order does not make sense since there is no structure in + the table for the assistive technology to identify it as a table. If + the text were reflowed, or changed from a fixed to a variable font, + or increased in size until lines no longer fit on the page, similar + issues would arise in the visual presentation. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine the document for visually formatted tables.
    2. + +
  2. Check whether the tables are created using white space characters + to layout the tabular data. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #2 is true, then this failure condition applies and the + content fails these Success Criteria. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F36.html b/wcag21/techniques/failures/F36.html new file mode 100644 index 0000000..68b8af6 --- /dev/null +++ b/wcag21/techniques/failures/F36.html @@ -0,0 +1,135 @@ + + + + + F36: Failure of Success Criterion 3.2.2 due to automatically submitting a form and + presenting new content without prior warning when the last field in the form is + given a value + + + + + + + + +

Failure of Success Criterion 3.2.2 due to automatically submitting a form and + presenting new content without prior warning when the last field in the form is + given a value +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 3.2.2: On Input (Failure). +

+
+
+

Description

+

Forms are frequently designed so that they submit automatically when the user + has filled in all the fields, or when focus leaves the last field. There are + two problems with this approach. First is that a disabled user who needs + more context may move focus away from the field to the directions on how to + fill in the form, or to other text, accidentally submitting the form. The + other is that, with some form elements, the value of the field changes as + each item is navigated with the keyboard, again accidentally submitting the + form. It is better to rely on the standard form behavior of the submit + button and enter key. +

+
+
+

Examples

+
+

Example 1

+

This failure example submits a form when the user leaves the last + field of a three-field telephone number form. The form will submit + if the user leaves the field after editing it, even navigating + backwards in the tab order. Developers should not use this method to + submit a form, and should instead use a submit button, or rely on + the form's default behavior of submitting when the user hits enter + in a text field. + 

 
+<form method="get" id="form1">
+  <input type="text" name="text1" size="3" maxlength="3"> - 
+  <input type="text" name="text2" size="3" maxlength="3"> - 
+  <input type="text" name="text3" size="4" maxlength="4" onchange="form1.submit();">
+</form>
+
+

Example 2

+

This is a example that submits a form when the user + selects an option from the menu when there is no warning of this behavior in advance. + The form will submit as soon as an item from the menu is selected. A user using a + keyboard will not be able to navigate past the first item in the menu. Blind users + and users with hand tremors can easily make a mistake on which item on the dropdown + menu to choose and they are taken to the wrong destination before they can correct + it. + 

 
+<form method="get" id="form2">
+ <input type="text" name="text1">
+  <select name="select1" onchange="form2.submit();">
+    <option>one</option>
+    <option>two</option>
+    <option>three</option>
+    <option>four</option>
+  </select>
+</form>
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Enter data in all fields on page starting at top.
    2. + +
  2. Enter data in last field and exit from it (tab out of it).
    3. + +
  3. Check whether leaving the last field causes change of + context. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #3 is true, then this failure condition applies and content + fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F37.html b/wcag21/techniques/failures/F37.html new file mode 100644 index 0000000..9dcf53e --- /dev/null +++ b/wcag21/techniques/failures/F37.html @@ -0,0 +1,126 @@ + + + + + F37: Failure of Success Criterion 3.2.2 due to launching a new window without prior warning + when the selection of a radio button, check box or select list is changed + + + + + + + + +

Failure of Success Criterion 3.2.2 due to launching a new window without prior warning + when the selection of a radio button, check box or select list is changed +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 3.2.2: On Input (Failure). +

+
+
+

Description

+

This document describes a failure that occurs when changing the selection of a + radio button, a check box or an item in a select list causes a new window to + open. It is possible to use scripting to create an input + element that causes a change of context (submit the form, open a new page, a + new window) when the element is selected. Developers can instead use a + submit button (see G80: Providing a submit button to initiate a change of context) or clearly indicate the + expected action. +

+
+
+

Examples

+
+

Example 1

+

The example below fails the Success Criterion because it processes + the form when a radio button is selected instead of using a submit + button. + 

  
+<script type="text/JavaScript"> 
+  function goToMirror(theInput) {
+   var mirrorSite = "http://download." + theInput.value + "/"; 
+   window.open(mirrorSite); 
+  }
+</script>
+  …
+<form name="mirror_form" id="mirror_form" action="" method="get">
+       <p>Please select a mirror download site:</p> 
+       <p> 
+       <input type="radio" onclick="goToMirror(this);" name="mirror" 
+       id="mirror_belnet" value="belnet.be" /> 
+       <label for="mirror_belnet">belnet (<abbr>BE</abbr>)</label><br /> 
+       <input type="radio" onclick="goToMirror(this);" name="mirror" 
+       id="mirror_surfnet" value="surfnet.nl" /> 
+       <label for="mirror_surfnet">surfnet (<abbr>NL</abbr>)</label><br /> 
+       <input type="radio" onclick="goToMirror(this);" name="mirror" 
+       id="mirror_puzzle" value="puzzle.ch" /> 
+       <label for="mirror_puzzle">puzzle (<abbr>CH</abbr>)</label><br /> 
+       <input type="radio" onclick="goToMirror(this);" name="mirror" 
+       id="mirror_voxel" value="voxel.com" /> 
+       <label for="mirror_voxel">voxel (<abbr>US</abbr>)</label><br /> 
+       </p> 
+</form>
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Find each form in a page.
    2. + +
  2. For each form control that is a radio button, check box or an + item in a select list, check if changing the selection of the + control launches a new window. +
    3. + +
  3. For each new window resulting from step 2, check if the user is + warned in advance. +
    4. + +
+ +
+
+

Expected Results

+ +

If step #3 is false, then this failure condition applies and content + fails the Success Criterion. +

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F38.html b/wcag21/techniques/failures/F38.html new file mode 100644 index 0000000..19287c2 --- /dev/null +++ b/wcag21/techniques/failures/F38.html @@ -0,0 +1,112 @@ + + + + + F38: Failure of Success Criterion 1.1.1 due to not marking up decorative images in HTML + in a way that allows assistive technology to ignore them + + + + + + + + +

Failure of Success Criterion 1.1.1 due to not marking up decorative images in HTML + in a way that allows assistive technology to ignore them +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Failure). +

+
+
+

Description

+

This describes a failure condition for text alternatives for images that + should be ignored by AT. If there is no alt attribute at all assistive + technologies are not able to ignore the non-text content. The alt attribute + must be provided and have a null value (i.e., alt="" ) to avoid a failure of this + Success Criterion. +

+

This describes a failure condition for text alternatives for images that should be + ignored by assistive technology (AT). If an image has the attribute role="presentation", + it will be ignored by AT. However, if it does not have role="presentation", and if + there is no alt attribute at all assistive technologies are not able to ignore the image. For decorative + images which need to be ignored by AT, either role="presentation" must be used or + the alt attribute must be provided and have a null value (i.e., alt="") to avoid a + failure of this Success Criterion. +

+
+
+

Examples

+
    + +
  • Decorative images that have no alt + attribute and no role attribute + +
    • + +
+
+
+

Tests

+
+

Procedure

+ +

For any img element that is used for purely decorative content: +

+ +
    + +
  1. Check whether the element has no role attribute or has a role attribute value that is not presentation. +
    2. + +
  2. Check whether the element has no alt attribute or has an alt attribute with a value that is not null. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is true and if step #2 is true, this failure condition applies and content + fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F39.html b/wcag21/techniques/failures/F39.html new file mode 100644 index 0000000..49a59dc --- /dev/null +++ b/wcag21/techniques/failures/F39.html @@ -0,0 +1,126 @@ + + + + + F39: Failure of Success Criterion 1.1.1 due to providing a text alternative that is not + null (e.g., alt="spacer" or alt="image") for images that should be ignored by assistive + technology + + + + + + + + +

Failure of Success Criterion 1.1.1 due to providing a text alternative that is not + null (e.g., alt="spacer" or alt="image") for images that should be ignored by assistive + technology +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to HTML and XHTML.

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Failure). +

+
+
+

Description

+

This technique describes a failure condition for images that should + be ignored by assistive technologies. A text alternative for an image + should convey the meaning of the image. When an image is used for decoration, + spacing or other purpose that is not part of the meaningful content + in the page then the image has no meaning and should be ignored by + assistive technologies. +

+

Providing a null text alternative (i.e., alt="" ) + will allow assistive technology to ignore the image and avoid a failure + of this Success Criterion. +

+
+
+

Examples

+
+

Example 1: Decorative images that have no alt attribute +

+

An image is used to create a blank space between content, where the + spacing itself is not meaningful to the content. The image has an alt + text value of "spacer". This image fails the Success Criterion + because the text alternative does not serve an equivalent purpose. + The image is meant to be ignored but its alternative text "spacer" is + announced by screen readers and displayed in some alternate color schemes. + 

<div>Tree type: <img src="spacer.gif" width="100" height="1" alt="spacer"/>Cedrus deodara</div>
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify any img elements that are used for decoration, spacing + or other purpose that is not part of the meaningful content in the + page +
    2. + +
  2. Check that the alt attribute for these elements is null.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #2 is false, this failure condition applies and the content + fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F4.html b/wcag21/techniques/failures/F4.html new file mode 100644 index 0000000..0325627 --- /dev/null +++ b/wcag21/techniques/failures/F4.html @@ -0,0 +1,129 @@ + + + + + F4: Failure of Success Criterion 2.2.2 due to using text-decoration:blink without a + mechanism to stop it in less than five seconds + + + + + + + + +

Failure of Success Criterion 2.2.2 due to using text-decoration:blink without a + mechanism to stop it in less than five seconds +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Cascading Style Sheets.

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Failure). +

+
+
+

Description

+

CSS defines the blink value for the text-decoration + property. When used, it causes any text in elements with this property to + blink at a predetermined rate. This cannot be interrupted by the user, nor + can it be disabled as a user agent preference. The blinking continues as + long as the page is displayed. Therefore, content that uses + text-decoration:blink fails the Success Criterion because + blinking can continue for more than three seconds. +

+
+
+

Examples

+
+

Example 1

+

A product list page uses the text-decoration:blink style + on an element to draw attention to sale prices. This fails the + Success Criterion because users cannot control the blink. + 

+<p>My Great Product <span style="text-decoration:blink">Sale! $44,995!</span></p>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine inline styles, internal stylesheets, and external + stylesheets for the text-decoration property with a + value of "blink". +
    2. + +
  2. If the property is used, determine if the ID, class, or element + identified by selectors on which this property is defined are + used in the document. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 and step #2 are true, the content fails the success + criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F40.html b/wcag21/techniques/failures/F40.html new file mode 100644 index 0000000..e40e091 --- /dev/null +++ b/wcag21/techniques/failures/F40.html @@ -0,0 +1,174 @@ + + + + + F40: Failure due to using meta redirect with a time limit + + + + + + + + + +

Failure due to using meta redirect with a time limit + +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All pages

+

This technique relates to:

+ +
+
+

Description

+

+ meta + http-equiv of {time-out}; url=... is often used to + automatically redirect users. When this occurs after a time delay, it is an + unexpected change of context that may interrupt the user. +

+

It is acceptable to use the meta element to create a redirect + when the time-out is set to zero, since the redirect is instant and will not + be perceived as a change of context. However, it is preferable to use + server-side methods to accomplish this. See SVR1: Implementing automatic redirects on the server side instead of on the client side. +

+
+
+

Examples

+
+

Example 1

+

The page below is a failure because it will redirect to the URI + http://www.example.com/newpage after a time limit of 5 seconds. + 

+<html xmlns="http://www.w3.org/1999/xhtml" lang="en">
+   <head>     
+      <title>Do not use this!</title>     
+      <meta http-equiv="refresh"
+      content="5; url=http://www.example.com/newpage" />   
+   </head>   
+   <body>     
+      <p>       
+         If your browser supports Refresh, you'll be       
+         transported to our        
+         <a href="http://www.example.com/newpage">new site</a>        
+         in 5 seconds, otherwise, select the link manually.     
+      </p>   
+   </body> 
+</html>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For a page that uses meta http-equiv="refresh": +

+ +
    + +
  1. Check that the numerical value for seconds until refresh in the + content attribute is present. +
    2. + +
  2. Check that the numerical value for seconds until refresh in the + content attribute is less than one or greater than 72,000. +
    3. + +
  3. Check if the page qualifies for Real-time or Essential Exceptions in Success Criterion 2.2.1 Timing Adjustable. +
    4. + +
  4. Check if the user is provided an opportunity to turn off, extend, or adjust the timing + of the page refresh. +
    5. + +
  5. Check if the page does not redirect after the duration specified in the + content attribute. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  1. If checks #1-5 are false, this failure condition applies and the content fails Success + Criterion 2.2.1. +
    2. + +
  2. If checks #1, #2, #4, and #5 are false, this failure condition applies and the content + fails Success Criterion 2.2.4. +
    3. + +
  3. If checks #1, #4, and #5 are false, this failure condition applies and the content + fails Success Criterion 3.2.5. +
    4. + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F41.html b/wcag21/techniques/failures/F41.html new file mode 100644 index 0000000..9ceef02 --- /dev/null +++ b/wcag21/techniques/failures/F41.html @@ -0,0 +1,149 @@ + + + + + F41: Failure of Success Criterion 2.2.1, 2.2.4, and 3.2.5 due to using meta refresh to + reload the page + + + + + + + + +

Failure of Success Criterion 2.2.1, 2.2.4, and 3.2.5 due to using meta refresh to + reload the page +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to:

+ +
+
+

Description

+

+ meta + http-equiv of refresh is often used to periodically refresh + pages or to redirect users to another page. If the time interval is too + short, and there is no way to turn auto-refresh off, people who are blind will not + have enough time to make their screen + readers read the page before the page refreshes unexpectedly and causes the + screen reader to begin reading at the top. Sighted users may also be + disoriented by the unexpected refresh. +

+
+
+

Examples

+
+

Example 1

+

This is a deprecated example that changes the user's page at regular + intervals. Content developers should not use this technique to + simulate "push" technology. Developers cannot predict how much time + a user will require to read a page; premature refresh can disorient + users. Content developers should avoid periodic refresh and allow + users to choose when they want the latest information. (The number + in the content attribute is the refresh interval in + seconds.) + 

+<html xmlns="http://www.w3.org/1999/xhtml" lang="en">
+  <head>     
+    <title>HTML Techniques for WCAG 2.0</title>     
+    <meta http-equiv="refresh" content="60" />   
+  </head>   
+  <body>
+    ...     
+  </body> 
+</html>
+
+
+
+

Tests

+
+

Procedure

+ +

For a page that uses meta http-equiv="refresh": +

+ +
    + +
  1. Check that the numerical value for seconds until refresh in the + content attribute is present. +
    2. + +
  2. Check that the numerical value for seconds until refresh in the + content attribute is less than one or greater than 72,000. +
    3. + +
  3. Check if the page qualifies for Real-time or Essential Exceptions in Success Criterion 2.2.1 Timing Adjustable. +
    4. + +
  4. Check if the user is provided an opportunity to turn off, extend, or adjust the timing + of the page refresh. +
    5. + +
  5. Check if the page does not refresh after the duration specified in the + content attribute. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • If checks #1-5 are false then this failure condition applies and content fails Success + Criteria 2.2.1. +
    • + +
  • If checks #1, #2, #4, and #5 are false, this failure condition applies and the content + fails Success Criterion 2.2.4. +
    • + +
  • If checks #1 and #4 are false then this failure condition applies and content fails + Success Criterion 3.2.5. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F42.html b/wcag21/techniques/failures/F42.html new file mode 100644 index 0000000..777a85c --- /dev/null +++ b/wcag21/techniques/failures/F42.html @@ -0,0 +1,237 @@ + + + + + F42: Failure of Success Criteria 1.3.1, 2.1.1, 2.1.3, or 4.1.2 when emulating links + + + + + + + +

Failure of Success Criteria 1.3.1, 2.1.1, 2.1.3, or 4.1.2 when emulating links

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to:

+ +
+
+

Description

+

This failure occurs when JavaScript event handlers are attached to elements + to emulate links. A link created in this manner cannot be tabbed to from the keyboard + and does not gain keyboard focus like other controls and/or links. + If scripting events are used to emulate links, user + agents including assistive technology may not be able to identify the links + in the content as links. They may be recognized as interactive controls but still + not recognized as links. Such elements do not appear in the links + list generated by user agents or assistive technology. +

+

+

+
Note
+
It is possible to use the ARIA role attribute to identify an anonymous element as link control for assistive technologies. + However, best practice for ARIA calls for making use of native elements whenever possible, so the use of the role attribute to identify anonymous elements as links is not recommended. +
+
+

+

The a and area + elements are intended to mark up links. +

+
+
+

Examples

+
+

Example 1: Scripting a span element +

+

Scripted event handling is added to a span element so + that it functions as a link when clicked with a mouse. Assistive + technology does not recognize this element as a link. + 

+<span onclick="location.href='newpage.html'">
+    Fake link
+</span>
+
+
+

Example 2: Scripting an img element +

+

Scripted event handling is added to an img element so + that it functions as a link when clicked with a mouse. Assistive + technology does not recognize this element as a link. + 

+   <img src="go.gif" 
+   alt="go to the new page" 
+   onclick="location.href='newpage.html'">
+
+
+

Example 3: Scripting an img element, with keyboard + support +

+

Scripted event handling is added to an img element so + that it functions as a link. In this example, the link functionality + can be invoked with the mouse or via the Enter key if the user agent + includes the element in the tab chain. Nevertheless, the element + will not be recognized as a link. + 

+function doNav(url)
+{
+   window.location.href = url;
+}
+
+function doKeyPress(url)
+{
+   //if the enter key was pressed
+   if (window.event.type == "keypress" &&
+       window.event.keyCode == 13)
+   {
+      doNav(url);
+   }
+}
+

The markup for the image is:

+<p>
+	<img src="bargain.jpg"
+		tabindex="0" 
+		alt="View Bargains"
+		onclick="doNav('viewbargains.html');"
+		onkeypress="doKeyPress('viewbargains.html');">
+</p>
+
+
+

Example 4: Scripting a div element +

+

This example uses script to make a div element behave + like a link. Although the author has provided complete keyboard + access and separated the event handlers from the markup to enable + repurposing of the content, the div element will not be + recognized as a link by assistive technology. + 

+window.onload = init;
+
+function init()
+{
+	var objAnchor = document.getElementById('linklike');
+
+	objAnchor.onclick = function(event){return changeLocation(event,
+'surveyresults.html');};
+	objAnchor.onkeypress = function(event){return changeLocation(event,
+'surveyresults.html');};
+}
+
+function changeLocation(objEvent, strLocation)
+{
+	var iKeyCode;
+
+	if (objEvent && objEvent.type == 'keypress')
+	{
+		if (objEvent.keyCode)
+			iKeyCode = objEvent.keyCode;
+		else if (objEvent.which)
+			iKeyCode = objEvent.which;
+
+		if (iKeyCode != 13 && iKeyCode != 32)
+			return true;
+	}
+
+	window.location.href = strLocation;
+}
+

The markup for the div element is: + 

+<div id="linklike">
+View the results of the survey.
+</div>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For all elements presented as links which use JavaScript event handlers to make the + element emulate a link: +

+ +
    + +
  1. Check if the programmatically determined role of the element is link. +
    2. + +
  2. Check if the emulated link can be activated using the keyboard.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 is false then this failure condition applies and the content fails Success + Criteria 1.3.1 and 4.1.2. + If check #2 is false then this failure condition applies and the content fails Success + Criteria 2.1.1 and 2.1.3. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F43.html b/wcag21/techniques/failures/F43.html new file mode 100644 index 0000000..4f7c0a3 --- /dev/null +++ b/wcag21/techniques/failures/F43.html @@ -0,0 +1,179 @@ + + + + + F43: Failure of Success Criterion 1.3.1 due to using structural markup in a way that does + not represent relationships in the content + + + + + + + + +

Failure of Success Criterion 1.3.1 due to using structural markup in a way that does + not represent relationships in the content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Failure). +

+
+
+

Description

+

The objective of this technique is to describe a failure that occurs when + structural markup is used to achieve a presentational effect, but indicates + relationships that do not exist in the content. This is disorienting to + users who are depending on those relationships to navigate the content or to + understand the relationship of one piece of the content to another. Note + that the use of HTML tables for layout is not an example of this failure as + long as the layout table does not include improper structural markup such as + <th> or <caption> + elements. +

+
+
Note
+
+ +

Though an element's semantic meaning is generally exposed to AT, the WAI-ARIA presentation + role can be used to suppress the native semantics of an element so that they are not + mapped to the accessibility API. Setting an element's role to presentation may avoid this failure by hiding that element's semantics from the + user. +

+ +
+
+
+
+

Examples

+
+

Example 1: A heading used only for visual effect

+

In this example, a heading element is used to display an address in a + large, bold font. The address does not identify a new section of the + document, however, so it should not be marked as a heading. + 

+<p>Interested in learning more? Write to us at</p> 
+<h4>3333 Third Avenue, Suite 300 · New York City</h4>
+
+<p>And we'll send you the complete informational packet absolutely Free!</p>
+
+
+

Example 2: Using heading elements for presentational effect

+

In this example, heading markup is used in two different ways: to + convey document structure and to create visual effects. The + h1 and h2 elements are used appropriately + to mark the beginning of the document as a whole and the beginning + of the abstract. However, the h3 and h4 + elements between the title and the abstract are used only for visual + effect — to control the fonts used to display the authors' names and + the date. + 

+<h1>Study on the Use of Heading  Elements in Web Pages</h1>
+<h3>Joe Jones and Mary Smith<h3>
+<h4>March 14, 2006</h4>
+<h2>Abstract</h2>
+<p>A study was conducted in early 2006 ...
+</p>
+
+
+

Example 3: Using blockquote elements to provide additional + indentation +

+

The following example uses blockquote for text that is + not a quotation to give it prominence by indenting it when displayed + in graphical browsers. + 

+<p>After extensive study of the company Web site, the task force 
+identified the following common problem.</p>
+
+<blockquote>
+<p>The use of markup for presentational effects made Web 
+pages confusing to screen reader users.</p>
+</blockquote>
+
+<p>The committee lists particular examples of the problems 
+introduced by this practice below.</p>
+
+
+

Example 4: Using the fieldset and legend elements to + give a border to text + 

+<fieldset>
+<legend>Bargain Corner</legend>
+<p>Buy today, and save 20%</p>
+</fieldset>
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the element's semantic meaning is exposed to assistive technology and appropriate + for the content of the element. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 is false then this failure condition applies.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F44.html b/wcag21/techniques/failures/F44.html new file mode 100644 index 0000000..dfe8294 --- /dev/null +++ b/wcag21/techniques/failures/F44.html @@ -0,0 +1,149 @@ + + + + + F44: Failure of Success Criterion 2.4.3 due to using tabindex to create a tab order that + does not preserve meaning and operability + + + + + + + + +

Failure of Success Criterion 2.4.3 due to using tabindex to create a tab order that + does not preserve meaning and operability +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 2.4.3: Focus Order (Failure). +

+
+
+

Description

+

This document describes a failure that occurs when the tab order does not + follow logical relationships and sequences in the content. +

+

Focusable elements like links and form elements have a tabindex + attribute. The elements receive focus in ascending order of the value of the + tabindex attribute. When the values of the + tabindex attribute are assigned in a different order than the + relationships and sequences in the content, the tab order no longer follows + the relationships and sequences in the content. +

+

One of the most common causes of this failure occurs when editing a page + where tabindex has been used. It is easy for the tab order and + the content order to fall out of correspondence when the content is edited + but the tabindex attributes are not updated to reflect the + changes to the content. +

+
+
+

Examples

+
+

Example 1

+

The following example incorrectly uses tabindex to specify an + alternative tab order: + 

+<ol>
+   <li><a href="main.html" tabindex="1">Homepage</a></li>
+   <li><a href="chapter1.html" tabindex="4">Chapter 1</a></li>
+   <li><a href="chapter2.html" tabindex="3">Chapter 2</a></li>
+   <li><a href="chapter3.html" tabindex="2">Chapter 3</a></li>
+</ol>
+

If this list is navigated by the tab key, the list is navigated in + the order Homepage, chapter 3, chapter 2, chapter 1, which does not + follow the sequence in the content. +

+
+
+

Example 2

+

The tab order has been set explicitly in a Web page by providing + tabindex attributes for all fields. Later, the page + is modified to add a new field in the middle of the page, but the + author forgets to add a tabindex attribute to the new + field. As a result, the new field is at the end of the tab + order. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. If tabindex is used, check that the tab order + specified by the tabindex attributes follows + relationships in the content. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 is false, then this failure condition applies and + content fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F46.html b/wcag21/techniques/failures/F46.html new file mode 100644 index 0000000..d1872a9 --- /dev/null +++ b/wcag21/techniques/failures/F46.html @@ -0,0 +1,196 @@ + + + + + F46: Failure of Success Criterion 1.3.1 due to using th elements, + caption elements, or non-empty summary attributes in + layout tables + + + + + + + + +

Failure of Success Criterion 1.3.1 due to using th elements, + caption elements, or non-empty summary attributes in + layout tables +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Failure). +

+
+
+

Description

+

The objective of this technique is to describe a failure that occurs when a + table used only for layout includes either th elements, a + summary attribute, or a caption element. This + is a failure because it uses structural (or semantic) markup only for + presentation. The intent of the HTML and XHTML table elements is to present data. + +

+

Although not commonly used in a layout table, the following structural markup would + also be failures of Success Criterion 1.3.1 if used in a layout table: +

+
    + +
  • + headers attributes +
    • + +
  • + scope attributes + +
    • + +
+

Assistive technologies use the structure of an HTML or XHTML table to present data + to + the user in a logical manner. The th element is used to mark + the column and row headers of the table. A screen reader uses the + information in th elements to speak the header information that + changes as the user navigates the table. The summary attribute on the + table element provides a textual description of the table + that describes its purpose and function. Assistive technologies make the + summary attribute information available to users. The + caption element is part of the table and identifies the + table. +

+

+ Although WCAG 2 does not prohibit the use of layout tables, CSS-based layouts are + recommended in order to retain the defined semantic meaning of the HTML table elements + and to conform to the coding practice of separating presentation from content. + When a table is used + for layout purposes the th element should not be used. Since + the table is not presenting data there is no need to mark any cells as + column or row headers. Likewise, there is no need for an additional + description of a table which is only used to layout content. Do not include + a summary attribute and do not use the summary + attribute to describe the table as, for instance, "layout table". When + spoken, this information does not provide value and will only distract users + navigating the content via a screen reader. Empty summary + attributes are acceptable on layout tables, but not recommended. +

+
+
+

Examples

+
+

Example 1

+

Here is a simple example that uses a table to layout content in a + three column format. The navigation bar is in the left column, the + main content in the middle column, and an additional sidebar is on + the right. At the top is a page title. The example marks the page + title as <th>, and provides a summary + attribute indicating that the table is a layout table. + 

+ <table summary="layout table">
+ <tr>
+   <th colspan=3>Page Title</th>
+ </tr>
+ <tr>
+   <td><div>navigation content</div></td>
+   <td><div>main content</div></td>
+   <td><div>right sidebar content</div></td>
+ </tr>
+ <tr>
+   <td colspan=3>footer</td>
+ </tr>
+ </table>
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine the source code of the HTML or XHTML document for the + table element +
    2. + +
  2. + +

    If the table is used only to visually lay out elements within the + content +

    + +
      + +
    1. Check that the table does not contain any th + elements. +
      2. + +
    2. Check that the table element does not + contain a non-empty summary attribute. +
      3. + +
    3. Check that the table element does not + contain a caption element. +
      4. + +
    + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If any check above is false, then this failure condition applies + and the content fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F47.html b/wcag21/techniques/failures/F47.html new file mode 100644 index 0000000..6bd9284 --- /dev/null +++ b/wcag21/techniques/failures/F47.html @@ -0,0 +1,113 @@ + + + + + F47: Failure of Success Criterion 2.2.2 due to using the blink element + + + + + + + +

Failure of Success Criterion 2.2.2 due to using the blink element

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Failure). +

+
+
+

Description

+

The blink element, while not part of the official HTML or XHTML + specification, is supported by many user agents. It causes any text inside + the element to blink at a predetermined rate. This cannot be interrupted by + the user, nor can it be disabled as a preference. The blinking continues as + long as the page is displayed. Therefore, content that uses + blink fails the Success Criterion because blinking can continue + for more than three seconds. +

+
+
+

Examples

+
+

Example 1

+

A product list page uses the blink element to draw + attention to sale prices. This fails the Success Criterion because + users cannot control the blink. + 

+<p>My Great Product <blink>Sale! $44,995!</blink></p>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine code for the presence of the blink + element. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If #1 is true, the content fails the Success Criterion.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F48.html b/wcag21/techniques/failures/F48.html new file mode 100644 index 0000000..9f666b2 --- /dev/null +++ b/wcag21/techniques/failures/F48.html @@ -0,0 +1,142 @@ + + + + + F48: Failure of Success Criterion 1.3.1 due to using the pre element to markup + tabular information + + + + + + + + +

Failure of Success Criterion 1.3.1 due to using the pre element to markup + tabular information +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Failure). +

+
+
+

Description

+

This document describes a failure caused by use of the HTML pre + element to markup tabular information. The pre element + preserves only visual formatting. If the pre element is used to + markup tabular information, the visually implied logical relationships + between the table cells and the headers are lost if the user cannot see the + screen or if the visual presentation changes significantly. +

+

Instead, the HTML table element is intended to present tabular + data. Assistive technologies use the structure of an HTML table to present + data to the user in a logical manner. This structure is not available when + using the pre element. +

+
+
+

Examples

+
+

Example 1: A schedule formatted with tabs between columns 

+ <pre>
+ 	Monday	Tuesday	Wednesday	Thursday	Friday
+ 8:00-
+ 9:00	Meet with Sam				
+ 9:00-
+ 10:00			Dr. Williams	Sam again	Leave for San Antonio
+ </pre>
+
+
+

Example 2: Election results displayed using preformatted text

+ <pre>
+   CIRCUIT COURT JUDGE BRANCH 3
+                                                  W
+                                                   R
+                                          M R E     I
+                                           A . L     T
+                                     M L    R   B     E
+                                      I A    Y   E     -
+                                       K N        R     I
+                                        E G        T     N
+                                       -----   -----   -----
+0001 TOWN OF ALBION WDS 1-2               22      99       0
+0002 TOWN OF BERRY WDS 1-2                52     178       0
+0003 TOWN OF BLACK EARTH                  16      49       0
+0004 TOWN OF BLOOMING GROVE WDS 1-3       44     125       0
+0005 TOWN OF BLUE MOUNDS                  33     117       0
+0006 TOWN OF BRISTOL WDS 1-3             139     639       1
+0007 TOWN OF BURKE WDS 1-4                80     300       0
+0008 TOWN OF CHRISTIANA WDS 1-2           22      50       0
+
+ </pre>
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check to see if the pre element is used
    2. + +
  2. For each occurrence of the pre element, check + whether the enclosed information is tabular. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #2 is true, then this failure condition applies and the + content fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F49.html b/wcag21/techniques/failures/F49.html new file mode 100644 index 0000000..75e480b --- /dev/null +++ b/wcag21/techniques/failures/F49.html @@ -0,0 +1,257 @@ + + + + + F49: + Failure of Success Criterion 1.3.2 due to using an HTML layout table that does not + make sense when linearized + + + + + + + + +

+ Failure of Success Criterion 1.3.2 due to using an HTML layout table that does not + make sense when linearized +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 1.3.2: Meaningful Sequence (Failure). +

+
+
+

Description

+

Although WCAG 2 does not prohibit the use of layout tables, CSS-based layouts are + recommended in order to retain the defined semantic meaning of the HTML table elements and to conform to the coding practice of separating presentation from content. + If a layout table is used, however, it is important that the content make sense when + linearized. + +

+

This failure occurs when a meaningful sequence of content conveyed through + presentation is lost because HTML tables used to control the visual + placement of the content do not “linearize" correctly. Tables present + content in two visual dimensions, horizontal and vertical. However, screen + readers present this two-dimensional content in linear order of the content + in the source, beginning with the first cell in the first row and ending + with the last cell in the last row. The screen reader reads the table from + top to bottom, reading the entire contents of each row before moving to the + next row. The complete content of each cell in each row is spoken—including + the complete content of any table nested within a cell. This is called + linearization. +

+

Suppose that a Web page is laid out using a table with 9 columns and 22 rows. + The screen reader speaks the content of the cell at Column 1, Row 1 followed + by the cells in columns 2, 3, 4 and so on to column 9. However, if any cell + contains a nested table, the screen reader will read the entire nested table + before it reads the next cell in the original (outer) table. For example, if + the cell at column 3, row 6 contains a table with 6 columns and 5 rows, all + of those cells will be read before Column 4, Row 6 of the original (outer) + table. As a result, the meaningful sequence conveyed through visual + presentation may not be perceivable when the content is spoken by a screen + reader. +

+
+
+

Examples

+
+

Example 1: A layout table that does not linearize correctly

+

An advertisement makes clever use of visual positioning, but changes + meaning when linearized. + 

+<table>
+<tr>
+  <td ><img src="logo.gif" alt="XYZ mountaineering"></td>
+  <td rowspan="2" valign="bottom">top!</td>
+</tr>
+<tr>
+  <td>XYZ gets you to the</td>
+</tr>
+</table>

The reading order from this example would be:

+
    + +
  • XYZ mountaineering top!
    • + +
  • XYZ gets you to the
    • + +
+
+
+

Example 2: A layout table that separates a meaningful sequence when linearized

+

A Web page from a museum exhibition positions a navigation bar + containing a long list of links on the left side of the page. To the + right of the navigation bar is an image of one of the pictures from + the exhibition. To the right of the image is the kind of "placard" + text you'd see on the wall next to the object if you were at the + museum. Below that text is a heading that says "Description," and + below that heading is a description of the image. The image, placard + text, Description heading, and text of the description form a + meaningful sequence. +

+

A layout table is used to position the elements of the page. The + links in the navigation bar are split into different cells in the + leftmost column. + 

+<table>
+<tr>
+	<td><a href="#">Link 1</a></td>
+	<td rowspan="20"><img src="img.png" alt="Museum Picture"></td>
+	<td rowspan="6"><img src="placard.png" alt="Placard text"></td> 
+</tr> 
+<tr>
+	<td><a href="#">Link 2</a></td>
+</tr>
+<tr>
+	<td><a href="#">Link 3</a></td>
+</tr>
+<tr>
+	<td><a href="#">Link 4</a></td>
+</tr>
+<tr>
+	<td><a href="#">Link 5</a></td>
+</tr>
+<tr>
+	<td><a href="#">Link 6</a></td>
+</tr>
+<tr>
+	<td><a href="#">Link 7</a></td>
+	<td rowspan="2"><h2>Image Heading</h2></td> 
+</tr> 
+<tr>
+	<td><a href="#">Link 8</a></td>
+</tr>
+<tr>
+	<td><a href="#">Link 9</a></td>
+	<td rowspan="12">Description of the image</td> 
+</tr> 
+<tr>
+	<td><a href="#">Link 10</a></td>
+</tr>
+ ...
+<tr>
+	<td><a href="#">Link 20</a></td>
+</tr>
+</table>
+

The reading order from this example would be:

+
    + +
  • Link 1
    • + +
  • Image
    • + +
  • Placard Text
    • + +
  • Link 2
    • + +
  • Link 3
    • + +
  • Link 4
    • + +
  • Link 5
    • + +
  • Link 6
    • + +
  • Link 7
    • + +
  • Image Heading
    • + +
  • Link 8
    • + +
  • Link 9
    • + +
  • Link 10
    • + +
  • ...
    • + +
  • Link 20
    • + +
+

Because the navigation bar links are interleaved with the content + describing the image, screen readers cannot present the content in a + meaningful sequence corresponding to the sequence presented + visually. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. + +

    Linearize the content in either of the following ways:

    + +
      + +
    • Present the content in source code order
      • + +
    • Remove the table markup from around the content
      • + +
    + +
    2. + +
  2. Check that the linear reading order matches any meaningful + sequence conveyed through presentation. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #2 is false, then this failure condition applies and the + content fails this Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F50.html b/wcag21/techniques/failures/F50.html new file mode 100644 index 0000000..def54d8 --- /dev/null +++ b/wcag21/techniques/failures/F50.html @@ -0,0 +1,123 @@ + + + + + F50: Failure of Success Criterion 2.2.2 due to a script that causes a blink effect without + a + mechanism to stop the blinking at 5 seconds or less + + + + + + + + +

Failure of Success Criterion 2.2.2 due to a script that causes a blink effect without + a + mechanism to stop the blinking at 5 seconds or less +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support script-controlled blinking of content.

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Failure). +

+
+
+

Description

+

Scripts can be used to blink content by toggling the content's visibility on and off + at regular intervals. It is a failure for the script not to include a mechanism to + stop the blinking at 5 seconds or earlier. See SCR22: Using scripts to control blinking and stop it in five seconds or less for information about how to modify the technique to stop the blinking. +

+
+
+

Examples

+
+

Example 1

+

The following example uses script to blink content, but the blink + continues indefinitely rather than stopping after five seconds. + 

+...
+<script type="text/javascript">
+<!--
+// blink "on" state
+function show()
+{
+	if (document.getElementById)
+	document.getElementById("blink1").style.visibility = "visible";
+	settime-out("hide()", 450);
+}
+// blink "off" state
+function hide()
+{
+	if (document.getElementById)
+	document.getElementById("blink1").style.visibility = "hidden";
+	settime-out("show()", 450);
+}
+// kick it off
+show();
+//-->
+</script>
+...
+<span id="blink1">This content will blink</span>
+
+
+ +
+

Tests

+
+

Procedure

+ +

For each instance of blinking content:

+ +
    + +
  1. Determine if the blinking stops in 5 seconds or less.
    2. + +
+ +
+
+

Expected Results

+ +

If #1 is false, then the content fails the Success Criterion.

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F52.html b/wcag21/techniques/failures/F52.html new file mode 100644 index 0000000..76fb519 --- /dev/null +++ b/wcag21/techniques/failures/F52.html @@ -0,0 +1,140 @@ + + + + + F52: Failure of Success Criterion 3.2.1 and 3.2.5 due to opening a new window as soon as + a new page is loaded + + + + + + + + +

Failure of Success Criterion 3.2.1 and 3.2.5 due to opening a new window as soon as + a new page is loaded +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies when scripting is used to open new windows.

+

This technique relates to Success Criterion 3.2.5: Change on Request (Failure). +

+
+
+

Description

+

Some Web sites open a new window when a page is loaded, to advertise a + product or service. The objective of this technique is to ensure that pages + do not disorient users by opening up one or more new windows that automatically attain + focus as soon as a + page is loaded. +

+
+
+

Examples

+
+
Note
+
+ +

There are multiple methods by which this failure may be triggered. Two + common examples that are supported differently in various versions of + user agents are listed as examples below. +

+ +
+
+
+

Example 1

+

The following example is commonly used in HTML 4.01 to open new + windows when pages are loaded. + 

+window.onload = showAdvertisement;
+ function showAdvertisement()
+ {
+  window.open('advert.html', '_blank', 'height=200,width=150');
+ }
+
+

Example 2

+

The following example commonly used in XHTML to open new windows when + pages are loaded. + 

+if (window.addEventListener) { 
+    window.addEventListener("load", showAdvertisement, true);
+}
+if (window.attachEvent) {
+    window.attachEvent("onload", showAdvertisement);
+}
+function showAdvertisement()
+{
+window.open('noscript.html', '_blank', 'height=200,width=150');
+}
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. load a new page
    2. + +
  2. check to see whether a new window has been opened as a result of + loading the new page +
    3. + +
  3. Check to see whether the new window is automatically given focus
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step 2 and step 3 are true, then this failure condition applies and + content fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F54.html b/wcag21/techniques/failures/F54.html new file mode 100644 index 0000000..f2327bc --- /dev/null +++ b/wcag21/techniques/failures/F54.html @@ -0,0 +1,128 @@ + + + + + F54: Failure of Success Criterion 2.1.1 due to using only pointing-device-specific event + handlers (including gesture) for a function + + + + + + + + +

Failure of Success Criterion 2.1.1 due to using only pointing-device-specific event + handlers (including gesture) for a function +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that have event handlers specific to pointing devices.

+

User Agent and Assistive Technology Support Notes

+
    + +
  • None listed.
    • + +
+

This technique relates to Success Criterion 2.1.1: Keyboard (Failure). +

+
+
+

Description

+

When pointing device-specific event handlers are the only mechanism available + to invoke a function of the content, users with no vision (who cannot use + devices such as mice that require eye-hand coordination) as well as users + who must use alternate keyboards or input devices that act as keyboard + emulators will be unable to access the function of the content. +

+

For Success Criterion 2.1.1 there is an exception for functions that require a path-dependant + pointer movement. +

+
+
+

Examples

+
+

Example 1

+

The following example is of an image that responds to a mouse click + to go to another page. This is a failure because the keyboard cannot + be used to move to the next page. + <p><img onmousedown="nextPage();" src="nextarrow.gif" + alt="Go to next page"></p> + +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check to see whether pointing-device-specific event handlers are the only means to + invoke scripting functions. +
    2. + +
  2. Check if the function being invoked requires input information about a specific path + for a pointing device +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 is true, then this failure condition applies and content fails Success + Criterion 2.1.3. +
    • + +
  • If check #1 is true and check #2 is false, then this failure condition applies and + content fails Success Criteria 2.1.1 and 2.1.3. +
    • + +
+ + +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F55.html b/wcag21/techniques/failures/F55.html new file mode 100644 index 0000000..98b9f14 --- /dev/null +++ b/wcag21/techniques/failures/F55.html @@ -0,0 +1,117 @@ + + + + + F55: + Failure of Success Criteria 2.1.1, 2.4.7, and 3.2.1 due to using script to remove + focus when focus is received + + + + + + + + +

+ Failure of Success Criteria 2.1.1, 2.4.7, and 3.2.1 due to using script to remove + focus when focus is received +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all content that supports script.

+

User Agent and Assistive Technology Support Notes

+
    + +
  • None listed.
    • + +
+

This technique relates to:

+ +
+
+

Description

+

Content that normally receives focus when the content is accessed by keyboard may + have this focus removed by scripting. This is sometimes done when designer considers + the system focus indicator to be unsightly. However, the system focus indicator is + an important part of accessibility for keyboard users. In addition, this practice + removes focus from the content entirely, which means that the content can only be + operated by a pointing device such as a mouse. +

+
+
+

Examples

+
+

Example 1

<input type="submit" onFocus="this.blur();">
+
+

Example 2

<a onFocus="this.blur()" href="Page.html"><img src="myImage.gif"></a>
+
+

Example 3

<a href="link.html" onfocus="if(this.blur)this.blur();">Link Phrase</a>
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Use the keyboard to verify that you can get to all interactive + elements using the keyboard. +
    2. + +
  2. Check that when focus is placed on each element, focus remains + there until user moves it. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If #2 is false then this failure condition applies and content + fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F58.html b/wcag21/techniques/failures/F58.html new file mode 100644 index 0000000..48afb04 --- /dev/null +++ b/wcag21/techniques/failures/F58.html @@ -0,0 +1,179 @@ + + + + + F58: Failure of Success Criterion 2.2.1 due to using server-side techniques to automatically + redirect pages after a time-out + + + + + + + + +

Failure of Success Criterion 2.2.1 due to using server-side techniques to automatically + redirect pages after a time-out +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Any server-side scripting language
    • + +
  • Content does not meet the exceptions in the Success Criterion for + permitted time limits. +
    • + +
+

This technique relates to Success Criterion 2.2.1: Timing Adjustable (Failure). +

+
+
+

Description

+

Server-side scripting languages allow developers to set the non-standard + HTTP header "Refresh" with a time-out (in seconds) and a URI to which the + browser is redirected after the specified time-out. If the time interval is + too short, people who are blind will not have enough time to make their + screen readers read the page before the page refreshes unexpectedly and + causes the screen reader to begin reading at the top. Sighted users may also + be disoriented by the unexpected refresh. +

+

The HTTP header that is set is Refresh: {time in seconds}; url={URI of + new location}. It is also possible to omit the URI and obtain a + periodically refreshing page, which causes the same problem. The HTTP header + that is set is Refresh: {time in seconds}. +

+
+
+

Examples

+
+

Example 1

+

The following example is a failure because a timed server-side + redirect is implemented in Java Servlets or JavaServer Pages + (JSP). + 

+public void doGet (HttpServletRequest request, HttpServletResponse response)
+      throws IOException, ServletException {
+        response.setContentType("text/html");
+	PrintWriter out = response.getWriter();
+	response.setHeader("Refresh", "10; URL=TargetPage.html");
+	out.println("<!DOCTYPE html PUBLIC \"-//W3C//DTD XHTML 1.0 Transitional//EN\"
+	 \"https://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd\">");
+	out.println("<html><head><title>Redirect</title></head><body>");
+	out.println("<p>This page will redirect you in 10 seconds.</p>");
+	out.println("</body></html>");
+  }
+
+
+

Example 2

+

The following example is a failure because a timed server-side + redirect is implemented in Active Server Pages (ASP) with VBScript. + 

+ <% @Language = "VBScript" %>
+ <% option explicit 
+ Response.Clear
+ Response.AddHeader "Refresh", "5; URL=TargetPage.htm"
+ %><!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" 
+ "https://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
+ <html xmlns="http://www.w3.org/1999/xhtml" lang="en" xml:lang="en">
+ …
+ <!--HTML code for content that is shown before the redirect is triggered-->
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check to see if the web page automatically redirects to another page after some period + of time without the user taking any action. +
    2. + +
  2. Check if the page qualifies for Real-time or Essential Exceptions in Success Criterion 2.2.1 Timing Adjustable. +
    3. + +
  3. Check if the user is provided an opportunity to turn off, extend, or adjust the timing + of the page refresh. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 is true and checks #2-3 are false then this failure condition applies + and content fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F59.html b/wcag21/techniques/failures/F59.html new file mode 100644 index 0000000..fe10327 --- /dev/null +++ b/wcag21/techniques/failures/F59.html @@ -0,0 +1,169 @@ + + + + + F59: Failure of Success Criterion 4.1.2 due to using script to make div or span a user + interface control in HTML without providing a role for the control + + + + + + + + +

Failure of Success Criterion 4.1.2 due to using script to make div or span a user + interface control in HTML without providing a role for the control +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Failure). +

+
+
+

Description

+

This failure demonstrates how using generic HTML elements to create user + interface controls can make the controls inaccessible to assistive + technology. Assistive technologies rely on knowledge of the role and current + state of a component in order to provide that information to the user. Many + HTML elements have well defined roles, such as links, buttons, text fields, + etc. Generic elements such as div and span do not + have any predefined roles. When these generic elements are used to create + user interface controls in HTML the assistive technology may not have the + necessary information to describe and interact with the control. +

+

+

+
Note
+
Attaching event handlers to elements that are not normally interactive, such + as span and div, can be disorienting to + users. Even if care is taken to provide keyboard access to such elements, + users may have a difficult time discovering that there are interactive + controls in the content or understanding what type of behavior to expect + from them. For example, users may not know which keystrokes are supported by + the script to activate the element. Additionally, these elements do not + generate the same operating system events as interactive elements, so + assistive technology may not be notified when the user activates them. +
+
+

+

The W3C Candidate Recommendation "Accessible Rich Internet Applications (WAI-ARIA) 1.0" describes mechanisms to provide the necessary role and state information to create + fully accessible user interface controls. +

+
+
+

Examples

+
+

Example 1

+

The following example fails because it creates a checkbox using a span and an image.

+  <p> 
+  <span  onclick="toggleCheckbox('chkbox')"> 
+  <img src="unchecked.gif"  id="chkbox" alt=""> Include Signature 
+  </span> 
+  </p>

Here is the scripting code which changes the image source when the span is clicked with the mouse. + 

 
+  var CHECKED = "check.gif"; 
+  var UNCHECKED = "unchecked.gif"; 
+  function toggleCheckbox(imgId) { 
+  var theImg = document.getElementById(imgId); 
+  if ( theImg.src.lastIndexOf(CHECKED)!= -1 ) { 
+  theImg.src = UNCHECKED; 
+  // additional code to implement unchecked action 
+  } 
+  else { 
+  theImg.src = CHECKED; 
+  // additional code to implement checked action 
+  } 
+  }

A checkbox created in this manner will not work with assistive technology since there + is no information that identifies it as a checkbox. In addition, this example is also + not operable from the keyboard and would fail guideline 2.1. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine the parsed source code for elements which have event handlers assigned within + the mark-up or via scripting (indicating that the element is a user interface control). +
    2. + +
  2. Check if the role of the control is already defined natively in the mark-up language.
    3. + +
  3. Check if another valid method, such as the assignment of a fitting WAI-ARIA role, + has been used to define the role of the control. +
    4. + +
+ +
+
+

Expected Results

+ +

If check #2 AND check #3 are false, the failure condition applies.

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F60.html b/wcag21/techniques/failures/F60.html new file mode 100644 index 0000000..8b81786 --- /dev/null +++ b/wcag21/techniques/failures/F60.html @@ -0,0 +1,122 @@ + + + + + F60: Failure of Success Criterion 3.2.5 due to launching a new window when a user enters + text into an input field + + + + + + + + +

Failure of Success Criterion 3.2.5 due to launching a new window when a user enters + text into an input field +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

General

+

This technique relates to Success Criterion 3.2.5: Change on Request (Failure). +

+
+
+

Description

+

This document describes a failure that occurs when a new window is created in + response to a user filling in a text field for other than error reporting. + +

+
+
+

Examples

+
+

Example 1

+

This is a deprecated example showing a failure: A user is filling in + his mailing address. When he fills in his postal code, a new window + opens containing advertisements for services available in his city. + +

+
+
+

Example 2

+

This example is acceptable: A user is filling in his mailing address + in a form. When he fills in the postal code field, a script runs to + validate that it is a valid postal code. If the value is not valid, + a window opens with instructions on how to fill in the field. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find all text input form fields
    2. + +
  2. Change the value in each form field
    3. + +
  3. Check if new windows open
    4. + +
  4. For any new windows that open, check if they contain an error + message and a button that closes the window returning focus to + the initiating form element. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • If #3 is true and #4 is false then failure condition applies and + the content fails this Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F61.html b/wcag21/techniques/failures/F61.html new file mode 100644 index 0000000..ae71b3a --- /dev/null +++ b/wcag21/techniques/failures/F61.html @@ -0,0 +1,183 @@ + + + + + F61: Failure of Success Criterion 3.2.5 due to complete change of main content through + an + automatic update that the user cannot disable from within the content + + + + + + + + +

Failure of Success Criterion 3.2.5 due to complete change of main content through + an + automatic update that the user cannot disable from within the content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

General

+

This technique relates to Success Criterion 3.2.5: Change on Request (Failure). +

+
+
+

Description

+

This document describes a failure that occurs when the content in the main viewport viewport is automatically updated, and there is no option for a user to disable this + behavior. +

+

Two procedures are presented below to test for the existence of a failure against + Success Criterion 3.2.5. Procedure 1 is the preferred procedure and assumes that content + authors have access to the code that generates the viewport content. +

+

However there may be instances where this may not be possible (eg: in certain content + management systems, application environments such as django or ruby-on-rails, or content + generated through scripting languages such as AJAX or PHP that are generated by third + parties.) To that end, the second procedure is supplied to allow testing in these + instances. Note that timeframes are indicative only, and that any change after any + amount of time should be treated as a failure if the test otherwise does not pass + the other step evaluations. +

+
+
+

Examples

+
+

Example 1

+

A news site automatically refreshes itself to ensure that it has the + newest headlines. There is no option to disable this behavior. +

+
+
+

Example 2

+

A slideshow fills the entire viewport and advances to the next slide + automatically. There is no stop button. +

+
+
+

Example 3

+

A search engine automatically generates results and dynamically updates content based + on user input. There is no option to disable this behavior. +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Open the source code in an appropriate editing tool.
    2. + +
  2. Examine the source code thoroughly.
    3. + +
  3. Confirm that content is dynamically generated or the code will trigger a change of + context for the viewport on an event or after a time period. +
    4. + +
  4. Confirm that there does not exist an appropriate mechanism for users to disable this + behavior. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • If both checks 3 and 4 are true, then this failure condition applies and the content + fails this Success Criterion +
    • + +
+ +
+
+

Procedure

+ +
    + +
  1. Measure or estimate the amount of time that the average user spends on the page.
    2. + +
  2. Go to the page
    3. + +
  3. Wait for 10 times the length of time the average user stays on the page. (From Step + 1) +
    4. + +
  4. Check to see if there is a change in context during this time.
    5. + +
  5. If there is no change of context STOP.
    6. + +
  6. If there is a change in context, then check to see if there is any mechanism on the + page that would have prevented that change of context. +
    7. + +
  7. If there IS a mechanism for preventing that change of context, use that mechanism + to prevent that change of context and run the test over. +
    8. + +
  8. If there is a change of context and there are no mechanism to prevent that change + in context then you have a failure. +
    9. + +
+ +
+
Note
+
+ +

One way to measure or estimate the amount of time in step 1 would be to check a web + site's analytics to see how long the average user looks at the page. +

+ +

An example of step 6 would be a mechanism for turning off auto updates.

+ +
+
+ +
+
+

Expected Results

+ +
    + +
  • If you reach step 8 then the content fails this success criterion.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F63.html b/wcag21/techniques/failures/F63.html new file mode 100644 index 0000000..edf2f98 --- /dev/null +++ b/wcag21/techniques/failures/F63.html @@ -0,0 +1,168 @@ + + + + + F63: Failure of Success Criterion 2.4.4 due to providing link context only in content that + is not related to the link + + + + + + + + +

Failure of Success Criterion 2.4.4 due to providing link context only in content that + is not related to the link +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 2.4.4: Link Purpose (In Context) (Failure). +

+
+
+

Description

+

This describes a failure condition when the context needed for understanding the purpose + of a link is located in content that is not programmatically determined link context. + If the context for the link is not provided in one of the following ways: +

+
    + +
  • in the same sentence, paragraph, list item, or table cell as the link
    • + +
  • via a suitable ARIA property such as aria-label or aria-labelledby + +
    • + +
+

then the user will not be able to find out where the link is going with any ease. + If the user must leave the link to search for the context, the context is not programmatically + determined link context and this failure condition occurs. +

+
+
+

Examples

+ + +
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

Locate links where some additional link context is needed to understand the purpose + of the link. For each link: +

+ +
    + +
  1. Check whether the context is contained in the same sentence, paragraph, list item, + table cell, or associated table headers. +
    2. + +
  2. Check whether the link context can be programmatically determined in some other way, + for example, by using a WAI-ARIA property such as aria-label, aria-labelledby or aria-describedby on the link to provide sufficient context +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 AND check #2 are false, the content fails the Success Criterion.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F65.html b/wcag21/techniques/failures/F65.html new file mode 100644 index 0000000..884f477 --- /dev/null +++ b/wcag21/techniques/failures/F65.html @@ -0,0 +1,162 @@ + + + + + F65: Failure of Success Criterion 1.1.1 due to omitting the alt attribute or text alternative + on img elements, area elements, and input elements of type "image" + + + + + + + + +

Failure of Success Criterion 1.1.1 due to omitting the alt attribute or text alternative + on img elements, area elements, and input elements of type "image" +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Failure). +

+
+
+

Description

+

This describes a failure condition for text alternatives on images. If there is no + source of text to provide an alternative for the image then assistive technologies + are not able to identify the image or to convey its purpose to the user. The alt attribute continues to be the preferred way to provide alternative text for images. + Appropriate WAI-ARIA attributes may be used to provide alternative text, as long as + they are accessibility supported. For more information about accessibility support, + see Documenting Accessibility Support. The Accessible Name and Description Computation described the method of deriving text alternative from the HTML and WAI-ARIA attributes + of an element. +

+

+ Some Assistive Technologies attempt to compensate for the missing text alternatives + by reading the file name of the image. But it is insufficient to rely simply on the + file name for many reasons. For example, file names may not be descriptive (e.g., + images/nav01.gif), and technology specifications do not require descriptive file names. + And some Assistive Technologies do not read the file name if there is no text alternative + provided via HTML attributes. + +

+
+
+

Examples

+
+

Example 1: Missing text alternative

+

In the code example below, the person using a screen reader would not know the purpose + of the image. + 

+<img src="../images/animal.jpg" />
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

Identify img, area and input elements of type image. For each of these elements: +

+ +
    + +
  1. + Check if the alt attribute is present. + + +
    2. + +
  2. + Check if aria-labelledby attribute is present AND references one or more id elements in the page AND check + if aria-labelledby is accessibility supported. + +
    3. + +
  3. + Check if the aria-label attribute is present AND check if aria-label is accessibility supported. + +
    4. + +
  4. + Check if the title attribute is present AND check if title is accessibility supported. + +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • If all of #1, #2, #3 and #4 are false then this failure condition applies.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F66.html b/wcag21/techniques/failures/F66.html new file mode 100644 index 0000000..3c3fcb9 --- /dev/null +++ b/wcag21/techniques/failures/F66.html @@ -0,0 +1,138 @@ + + + + + F66: Failure of Success Criterion 3.2.3 due to presenting navigation links in a different + relative order on different pages + + + + + + + + +

Failure of Success Criterion 3.2.3 due to presenting navigation links in a different + relative order on different pages +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies

+

This technique relates to Success Criterion 3.2.3: Consistent Navigation (Failure). +

+
+
+

Description

+

This describes a failure condition for all techniques involving navigation mechanisms + that are repeated on multiple Web pages within a set of Web pages (Success Criterion + 3.2.3). If the mechanism presents the order of links in a different order on two or + more pages, then the failure is triggered. + +

+
+
+

Examples

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. + Check to see if a navigation mechanism is being used on more than one Web page. + +
    2. + +
  2. + Check the default presentation of the navigation mechanism on each page to see if + the list of links are in the same relative order on each Web page. + +
    3. + +
+ +
+
Note
+
+ +

"Same relative order" means that secondary navigation items may be in between the + link items on some pages. They can be present without affecting the outcome of this + test. +

+ +
+
+ +
+
+

Expected Results

+ +
    + +
  • + If #1 is true and #2 is false, then this failure condition applies and content fails + the Success Criterion. + +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F67.html b/wcag21/techniques/failures/F67.html new file mode 100644 index 0000000..f7ea0ca --- /dev/null +++ b/wcag21/techniques/failures/F67.html @@ -0,0 +1,136 @@ + + + + + F67: Failure of Success Criterion 1.1.1 and 1.2.1 due to providing long descriptions for + non-text content that does not serve the same purpose or does not present the same + information + + + + + + + + +

Failure of Success Criterion 1.1.1 and 1.2.1 due to providing long descriptions for + non-text content that does not serve the same purpose or does not present the same + information +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to describe the failure that occurs when the long + description for non-text content does not serve the same purpose or does not present + the same information as the non-text content. This can cause problems for people + who cannot interpret the non-text content because they rely on the long description + to provide the necessary information conveyed by the non-text content. Without a + long description that provides complete information, a person may not be able to comprehend + or interact with the Web page. + +

+
+
+

Examples

+
    + +
  • An image showing the locations of venues for events at the Olympic Games displayed + on a street map. The image also contains an icon for each type of sporting event held + at each venue. The long description states, "Map showing the location of each Olympic + venue. Skating, hockey and curling are held at the Winter Park Ice Arena, Downhill + skiing and jumping are held at Snow Mountain, Gymnastics is held at the JumpUp Arena, + Cross Country Skiing is held at the Kilometer Forest". While this description provides + useful information, it does not convey the same information as the image because it + provides no specific location information such as the address or the distance of each + location from some fixed point. Note that long descriptions do not always need to + be in prose form; sometimes the information may best be presented in a table or other + alternate format. + +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

For all non-text content that requires a long description

+ +
    + +
  1. Check that the long description serves the same purpose or presents the same information + as the non-text content. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is false, then this failure condition applies and the content fails this + Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F68.html b/wcag21/techniques/failures/F68.html new file mode 100644 index 0000000..f1c330f --- /dev/null +++ b/wcag21/techniques/failures/F68.html @@ -0,0 +1,247 @@ + + + + + F68: Failure of Success Criterion 4.1.2 due to a user interface control not having a programmatically + determined name + + + + + + + + + +

Failure of Success Criterion 4.1.2 due to a user interface control not having a programmatically + determined name + +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML controls

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Failure). +

+
+
+

Description

+

This failure describes a problem that occurs when a form control does not have a name + exposed to assistive technologies. The result is that some users will not be able + to identify the purpose of the form control. The name can be provided in multiple + ways, including the label element. Other options include use of the title attribute and aria-label which are used to directly provide text that is used for the accessibility name or + aria-labelledby which indicates an association with other text on a page that is providing the name. + Button controls can have a name assigned in other ways, as indicated below, but in + certain situations may require use of label, title, aria-label, or aria-labelledby. +

+
+
Note
+
+ +

Elements that can use an explicitly-associated label element are: +

+ +
    + +
  • + input + +
    • + +
  • + textarea + +
    • + +
  • + select + +
    • + +
+ +

The label element is not used for the following because labels for these elements are provided + via the value attribute (for Submit and Reset buttons), the alt attribute (for image buttons), or element content itself (button): +

+ +
    + +
  • Submit and Reset buttons (input type="submit" or input type="reset")
    • + +
  • Image buttons (input type="image")
    • + +
  • Hidden input fields (input type="hidden")
    • + +
  • Buttons (button elements or <input type="button">)
    • + +
+ +
+
+
+
+

Examples

+
+

Example 1

+

The following example demonstrates a form that visually presents labels for form controls, + but does not use the label element to associate them with their controls. The code example below is a failure + because assistive technology may not be able to determine which label goes with which + control. + 

+<form>
+ First name: 
+ <input type="text" name="firstname">
+ <br>
+ Last name: 
+ <input type="text" name="lastname">
+ <br>
+ I have a dog <input type="checkbox" name="pet" value="dog">
+ I have a cat <input type="checkbox" name="pet" value="cat">
+</form>
+
+
+

Example 2

+

In the following code example, label elements are present, but they are not programmatically linked to the corresponding + input controls and may therefore not be properly determined by assistive technology. + 

+<form action="..." method="post"> 
+<p> 
+<label>First Name</label>
+<input type="text" name="firstname"> 
+<label>Last Name</label> 
+<input type="text" name="lastname"> 
+</p> 
+</form>
+
+
+

Example 3

+

The search text box in the following code example does not have a programmatically + determinable name. The name can be supplied with any of the approaches mentioned above. + 

+<input type="text" value="Type your search here"><input type="submit" type="submit" value="Search">
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For all input, textarea and select elements in the Web page (except inputs of type hidden, submit, reset, or button: +

+ +
    + +
  1. + +

    Check that each element has a programmatically determined name using one of the following + ways: +

    + +
      + +
    1. the text label or labels are programmatically associated with the control element + via the aria-labelledby attribute (each id given as a value in the aria-labelledby attribute matches the id of the text label element). +
      2. + +
    2. the control is programmatically determined through the value of its aria-label attribute. +
      3. + +
    3. the text label is contained in a label element that is correctly associated to the respective input element via the label's for attribute (the id given as value in the for attribute matches the id of the input element). +
      4. + +
    4. the control is contained within a label element that also contains the label text. +
      5. + +
    5. the control is an input of type image and the alt attribute provides a text label. +
      6. + +
    6. the control is programmatically determined through the value of title attribute. +
      7. + +
    + +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If all options of check #1 are false, then this failure condition applies and the + content fails the Success Criteria. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F69.html b/wcag21/techniques/failures/F69.html new file mode 100644 index 0000000..318dace --- /dev/null +++ b/wcag21/techniques/failures/F69.html @@ -0,0 +1,165 @@ + + + + + F69: Failure of Success Criterion 1.4.4 when resizing visually rendered text up to 200 + percent causes the text, image or controls to be clipped, truncated or obscured + + + + + + + + +

Failure of Success Criterion 1.4.4 when resizing visually rendered text up to 200 + percent causes the text, image or controls to be clipped, truncated or obscured +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML, XHTML and CSS

+

This technique relates to Success Criterion 1.4.4: Resize text (Failure). +

+
+
+

Description

+

The objective of this failure condition is to describe a problem that occurs when + changing the size of text causes text to be clipped, truncated, or obscured, so that + it is no longer available to the user. In general, this failure occurs when there + is no way for a user agent's layout engine to honor all the layout hints in the HTML + at the new font size. Some of the ways in which this can occur include: +

+
    + +
  • Setting the overflow property of the enclosing element to hidden + +
    • + +
  • Using absolutely positioned content
    • + +
  • Creating popups that aren't big enough for their content at the new font size
    • + +
+
+
Note
+
+ +

The Working Group has discovered many misunderstandings about how to test this failure. + We are planning to revise this failure in a future update. Until then, if the content + passes the success criterion using any of the listed sufficient techniques, then it + does not meet this failure. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

The font size is set in a scalable way, but the container is set to a fixed pixel + size. A gray border shows the boundaries of the text container. When the text is resized, + it spills out of its container, and obsures the next paragraph. + 

+<div style="font-size:100%; width:120px; height:100px; border: thin solid gray;"> 
+  Now is the time for all good men to come to the aid of their country. 
+</div>
+<p>Now is the time for all good men to come to the aid of their country.</p>
+

Illustration of example 1:

+
+ + +
Figure 1Example showing text that spills outside of its container, obscuring other text on + the page. +
+ +
+
+
+

Example 2

+

This example is identical to the last one, except that the container is set to clip + the text. The text is no longer bleeding into the next paragraph, but now it is truncated. + This is also a failure. + 

+<div style="font-size:100%; width:120px; height:100px; overflow: hidden; border: thin solid gray;">
+ Now is the time for all good men to come to the aid of their country. 
+</div>
+<p>Now is the time for all good men to come to the aid of their country.</p>
+

Illustration of example 2:

+
+ + +
Figure 2Example showing text that truncated due to resized text.
+ +
+
+
+
+

Tests

+
+

Procedure

+ +
+
Note
+
+ +

The Working Group has discovered many misunderstandings about how to test this failure. + We are planning to revise this failure in a future update. Until then, if the content + passes the success criterion using any of the listed sufficient techniques, then it + does not meet this failure. +

+ +
+
+ +
    + +
  1. Increase the text size of the content by 200%.
    2. + +
  2. Check that no text is clipped, truncated, or obscured.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #2 is false, then the failure condition applies and the content fails these + Success Criteria. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F7.html b/wcag21/techniques/failures/F7.html new file mode 100644 index 0000000..fad584e --- /dev/null +++ b/wcag21/techniques/failures/F7.html @@ -0,0 +1,118 @@ + + + + + F7: Failure of Success Criterion 2.2.2 due to an object or applet, such as Java or Flash, + that has blinking content without a mechanism to pause the content that blinks + for more than five seconds + + + + + + + + +

Failure of Success Criterion 2.2.2 due to an object or applet, such as Java or Flash, + that has blinking content without a mechanism to pause the content that blinks + for more than five seconds +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support blinking content within an object, applet, or a + plug-in. +

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Failure). +

+
+
+

Description

+

When content that is rendered by a plug-in or contained in an applet blinks, + there may be no way for the user agent to pause the blinking. If neither the + plug-in, applet, nor the content itself provides a mechanism to pause the + content, the user may not have sufficient time to read the content between + blinks or it may be so distracting that the user will not be able to read + other content on the page. +

+
+
+

Examples

+
    + +
  • An applet displays an advertisement on a news site. The applet blinks + key words in the advertisement in order to call the user's attention + to it. The blinking cannot be paused through any user agent settings + and the applet does not provide a mechanism to stop it. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

For each page that has blinking content in a plugin or applet:

+ +
    + +
  1. Determine if the content continues to blink for longer than 5 + seconds. +
    2. + +
  2. Determine if there is a means to pause the blinking content.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is true and step #2 is false, the content fails the success + criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F70.html b/wcag21/techniques/failures/F70.html new file mode 100644 index 0000000..e11fa2d --- /dev/null +++ b/wcag21/techniques/failures/F70.html @@ -0,0 +1,155 @@ + + + + + F70: Failure of Success Criterion 4.1.1 due to incorrect use of start and end tags or attribute + markup + + + + + + + + +

Failure of Success Criterion 4.1.1 due to incorrect use of start and end tags or attribute + markup +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Markup languages: HTML, XHTML, and other SGML or XML-based technologies.

+

This technique relates to Success Criterion 4.1.1: Parsing (Failure). +

+
+
+

Description

+

The objective of this failure is to identify examples of markup errors in element + tags that could cause assistive technology to be unable to generate a satisfactory + model of the page. Different user agents may implement different heuristics to recover + from errors, resulting in inconsistent presentations of the page between user agents. +

+

Some common types of problems with start and end tags that lead to this failure condition + (though this is not an exhaustive list): +

+
    + +
  • Opening and closing tags that are missing the opening < and closing > brackets.
    • + +
  • Closing tag missing the initial / to indicate it is a closing tag.
    • + +
  • Attribute values that have an opening quote but not a closing quote. Attribute values + must be either fully quoted or, in some markup languages, may be unquoted. +
    • + +
  • Lack of whitespace between attributes.
    • + +
  • Unquoted attribute values that have whitespace in the value.
    • + +
  • Failure to provide a closing element tag for elements that do not accept empty-element + syntax. +
    • + +
+
+
+

Examples

+
+

Example 1: Missing angle brackets in XHTML

+

The following code fails because the opening tag is missing an angle bracket, and + the intended boundary of the tag is unclear. + 

+<p This is a paragraph</p>
+
+
+

Example 2: Missing slash on closing tag in XHTML

+

The following code fails because the closing tag is missing the slash, making it look + like it is in fact another opening tag. + 

+<p>This is a paragraph<p>
+
+
+

Example 3: Unbalanced attribute quoting

+

The following code fails because the attribute value is missing the closing quote, + which makes the boundary of the attribute-value pair unclear. + 

+<input title="name type="text">
+
+
+

Example 4: Lack of whitespace between attributes

+

The following code fails because the there is not whitespace between attributes, which + makes the boundary between attribute-value pairs unclear. + 

+<input title="name"type="text">
+
+
+

Example 5: Unquoted attribute with whitespace value

+

The following code fails because an attribute value is not quoted and contains whitespace, + which makes the boundary of the attribute-value pair unclear. + 

+<input title=Enter name here type=text>
+
+
+

Example 6: Missing end tags in XHTML

+

The following code fails because the closing tag of the first paragraph is missing, + making it unclear whether the second paragraph is a child or sibling of the first. + 

+<p>This is a paragraph
+<p>This is another paragraph</p>
+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check the source code of pages implemented in markup languages.
    2. + +
  2. Check whether any opening tags, closing tags or attributes are malformed.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #2 is true, then the failure condition applies and the content does not meet + this Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F71.html b/wcag21/techniques/failures/F71.html new file mode 100644 index 0000000..a63e07a --- /dev/null +++ b/wcag21/techniques/failures/F71.html @@ -0,0 +1,128 @@ + + + + + F71: Failure of Success Criterion 1.1.1 due to using text look-alikes to represent text + without providing a text alternative + + + + + + + + +

Failure of Success Criterion 1.1.1 due to using text look-alikes to represent text + without providing a text alternative +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology.

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Failure). +

+
+
+

Description

+

The objective of this failure condition is to avoid substituting characters whose + glyphs look similar to the intended character, for that intended character. The Unicode + character set defines thousands of characters, covering dozens of writing systems. + While the glyphs for some of these characters may look like the glyphs for other characters + in visual presentation, they are not processed the same by text-to-speech tools. +

+

For example, the characters U+0063 and U+03F2 both look like the letter "c", yet the + first is from the Western alphabet and the second from the Greek alphabet and not + used in Western languages. The characters U+0033 and U+04E0 both look like the number + "3", yet the second is actually a letter from the Cyrillic alphabet. +

+
+
Note
+
+ +

This failure also applies to the use of character entities. It is the incorrect character + used because of its glyph representation that comprises a failure, not the mechanism + by which that character is implemented. +

+ +
+
+
+
+

Examples

+
+

Example 1: Characters

+

The following word looks, in browsers with appropriate font support, like the English + word "cook", yet is composed of the string U+03f2 U+043E U+03BF U+006B, only one of + which is a letter from the Western alphabet. This word will not be processed meaningfully, + and a text alternative is not provided. + 

+ϲоοk
+
+
+

Example 2: Character entities

+

The following example, like the one above, will look like the English word "cook" + when rendered in browsers with appropriate font support. In this case, the characters + are implemented with character entities, but the word will still not be processed + meaningfully, and a text alternative is not provided. + 

+&#x03F2;&#x043E;&#x03BF;&#x006B;
+

Working Example: "ϲоοk"

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check the characters or character entities used to represent text.
    2. + +
  2. If the characters used do not match the appropriate characters for the displayed glyphs + in the human language of the content, then look-alike glyphs are being used. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If look-alike glyphs are used, and there is not a text alternative for any range of + text that uses look-alike glyphs, then the content does not meet the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F72.html b/wcag21/techniques/failures/F72.html new file mode 100644 index 0000000..f694129 --- /dev/null +++ b/wcag21/techniques/failures/F72.html @@ -0,0 +1,113 @@ + + + + + F72: Failure of Success Criterion 1.1.1 due to using ASCII art without providing a text + alternative + + + + + + + + +

Failure of Success Criterion 1.1.1 due to using ASCII art without providing a text + alternative +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology.

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Failure). +

+
+
+

Description

+

The objective of this failure condition is to avoid the use of ASCII art when a text alternative is not provided. Although ASCII art is implemented as a character + string, its meaning comes from the pattern of glyphs formed by a visual presentation + of that string, not from the text itself. Therefore ASCII art is non-text content + and requires a text alternative. Text alternatives, or links to them, should be placed + near the ASCII art in order to be associated with it. +

+
+
+

Examples

+
+

Example 1: ASCII Art chart without a text alternative

+

The following ASCII art chart lacks a text alternative and therefore does not meet + Success Criterion 1.1.1. Note this failure example does in fact cause this page to + fail, but you may skip over the example. + 

+<pre>
+  %   __ __ __ __ __ __ __ __ __ __ __ __ __ __   
+100 |             *                             |
+ 90 |                *  *                       |
+ 80 |          *           *                    |
+ 70 |             @           *                 |
+ 60 |          @                 *              |
+ 50 |       *        @              *           |
+ 40 |                   @              *        |
+ 30 |    *  @              @  @           *     |
+ 20 |                                           |
+ 10 |    @                       @  @  @  @     |
+      0  5 10 15 20 25 30 35 40 45 50 55 60 65 70
+      Flash frequency (Hz)
+</pre>
+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Access a page with ASCII art.
    2. + +
  2. For each instance of ASCII art, check that it has a text alternative.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #2 is false, then this failure condition applies and the content fails this + Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F73.html b/wcag21/techniques/failures/F73.html new file mode 100644 index 0000000..86ee132 --- /dev/null +++ b/wcag21/techniques/failures/F73.html @@ -0,0 +1,177 @@ + + + + + F73: Failure of Success Criterion 1.4.1 due to creating links that are not visually evident + without color vision + + + + + + + + +

Failure of Success Criterion 1.4.1 due to creating links that are not visually evident + without color vision +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology.

+

This technique relates to Success Criterion 1.4.1: Use of Color (Failure). +

+
+
+

Description

+

The objective of this failure is to avoid situations in which people who cannot perceive + color differences cannot identify links (when people with color vision can identify + links). Link underlines or some other non-color visual distinction are required (when + the links are discernible to those with color vision). +

+

While some links may be visually evident from page design and context, such as navigational + links, links within text are often visually understood only from their own display + attributes. Removing the underline and leaving only the color difference for such + links would be a failure because there would be no other visual indication (besides + color) that it is a link. +

+
+
Note
+
+ +

Red and Pink are the same color (hue) but they have different lightness (which is + not color ). So red and pink would pass the requirement for "not distinguished by + color (hue) alone" since they differ by lightness (which is not color) - as long as + the difference in lightness (contrast) is 3:1 or greater. For example, if surrounding + text is RED and the link is PINK it would pass. Similarly a light green and a dark + red differ BOTH by color AND by lightness so they would pass if the contrast (lightness) + difference is 3:1 or greater before focus or pointing. +

+ +

There is no requirement that links be identifiable by people who cannot perceive color + if they are not perceivable for those with color vision. (e.g. if the links are hidden + for everyone – as in a game or test). +

+ +

If the non-color cue only happens when the mouse hovers over the link or when the + link receives focus, it is still a failure. +

+ +

If the link is a different color and bold it would not fail because the boldness is + not color dependent. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

A Web page includes a large number of links within the body text. The links are styled + so that they do not have underlines and are very similar in color to the body text. + This would be a failure because users would be unable to differentiate the links from + the body text. +

+
+
+

Example 2

+

The following code is an example of removing the underline from a link in a sentence + or paragraph without providing another visual cue besides color. + 

+<head>
+<style type="text/css">
+p a:link {text-decoration: none}
+p a:visited {text-decoration: none}
+p a:active {text-decoration: none}
+p a:hover {text-decoration: underline; color: red;}
+</style>
+</head>
+
+<body>
+
+<p>To find out more about the <a href="rain_in_spain.htm">rain in spain</a>there are many resources.</p>
+
+</body>
+
+
Note
+
+ +

If the visual cue is only provided on hover (as in the example above), it would still + fail. + +

+ +
+
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that each link in the page that is identifiable by color (hue) is visually identifiable + via some other means (e.g., underlined, bolded, italicized, sufficient difference + in lightness, etc). +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 is false, then this failure condition applies and the content fails this + Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F74.html b/wcag21/techniques/failures/F74.html new file mode 100644 index 0000000..93affed --- /dev/null +++ b/wcag21/techniques/failures/F74.html @@ -0,0 +1,112 @@ + + + + + F74: Failure of Success Criterion 1.2.2 and 1.2.8 due to not labeling a synchronized media + alternative to text as an alternative + + + + + + + + +

Failure of Success Criterion 1.2.2 and 1.2.8 due to not labeling a synchronized media + alternative to text as an alternative +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Pages that provide synchronized media alternatives to text.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this failure is to avoid situations in which synchronized media alternatives + are not labeled with the text for which they are alternatives. Synchronized media + alternatives provide enhanced access to users for whom synchronized media is a more + effective format than text. Since they are alternatives to text, they do not need + themselves to have redundant text alternatives. However, they need to be clearly labeled + with the text for which they substitute, so users can find them and so users who normally + expect text alternatives to synchronized media know not to look for them. +

+
+
+

Examples

+
+

Example 1: Synchronized media alternatives provided elsewhere on page

+

A page with instructions to complete a tax form provides a prose description of the + fields to complete, data to provide, etc. Additionally, a synchronized media alternative + provides spoken instructions, with video of a person completing the section being + discussed in the audio. Although both versions are provided on the page, the synchronized + media version is provided elsewhere on the page and is not clearly labeled with the + part of the text for which it is a substitute. This makes it difficult for users encountering + the text to find it, and users encountering the video do not know where its text alternative + is. +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check pages that provide synchronized media alternatives to text.
    2. + +
  2. Check that synchronized media is clearly labeled with the text for which it is an + alternative. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #2 is false, then this failure condition applies and the content fails these + Success Criteria. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F75.html b/wcag21/techniques/failures/F75.html new file mode 100644 index 0000000..63d78f6 --- /dev/null +++ b/wcag21/techniques/failures/F75.html @@ -0,0 +1,109 @@ + + + + + F75: Failure of Success Criterion 1.2.2 by providing synchronized media without captions + when the synchronized media presents more information than is presented on the page + + + + + + + + +

Failure of Success Criterion 1.2.2 by providing synchronized media without captions + when the synchronized media presents more information than is presented on the page +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology.

+

This technique relates to Success Criterion 1.2.2: Captions (Prerecorded) (Failure). +

+
+
+

Description

+

The objective of this failure is to avoid situations in which synchronized media alternatives + provide more information than the text for which they are alternatives, but do not + provide their own text alternatives to provide access to the extra information. Synchronized + media alternatives provide enhanced access to users for whom synchronized media is + a more effective format than text. Since they are alternatives to text, they do not + need themselves to have redundant text alternatives in the form of captions, audio + descriptions or full text alternatives. However, if they provide more information + than the text for which they are an alternative, then they are not just alternatives + but are synchronized media content in their own right. In this case they are subject + to the full requirements of Success Criterion 1.2.2 to provide captions and to Success Criterion 1.2.3 and 1.2.5. +

+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check for captions on synchronized media alternatives.
    2. + +
  2. + +

    Check that the synchronized media alternative does not provide more information than + is presented on the page in text. +

    + +
    +
    Note
    +
    + +

    Synchronized media alternatives often use different words to present what is on the + page but it should not present new information on the topic of the page. +

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

Expected Results

+ +
    + +
  • If check #2 is false, then this failure condition applies and the content fails these + Success Criteria. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F77.html b/wcag21/techniques/failures/F77.html new file mode 100644 index 0000000..ea5f343 --- /dev/null +++ b/wcag21/techniques/failures/F77.html @@ -0,0 +1,155 @@ + + + + + F77: Failure of Success Criterion 4.1.1 due to duplicate values of type ID + + + + + + + +

Failure of Success Criterion 4.1.1 due to duplicate values of type ID

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML, and any XML-based markup languages including XHTML and SVG

+

This technique relates to Success Criterion 4.1.1: Parsing (Failure). +

+
+
+

Description

+

This describes a failure condition where duplicate ID errors are known to cause problems + for assistive technologies when they are trying to interact with content. Duplicate + values of type ID can be problematic for user agents that rely on this attribute to + accurately convey relationships between different parts of content to users. For example, + a screen reader may use ID values to identify the applicable header content for a + data cell within a data table, or an input control to which a given label applies. + If these values are not unique, the screen reader will be unable to programmatically + determine which headers are associated with the data cell or which control is associated + with which label or name. +

+

Checking that ID attribute values are unique within a document can be done by validating + the document against its specification, because the specification defines which attributes + contain document-wide unique identifiers. +

+
+
Note
+
+ +

In most markup languages, ID values are attribute values, for example in HTML and + SVG. +

+ +

XML documents that use only the xml:id attribute as an ID attribute, parsing the XML + document with a validating parser that supports the xml:id specification is sufficient. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

An author uses an online validation service to check that all id attribute values + are unique. +

+
+
+

Example 2

+

A developer utilizes features in their authoring tool to ensure that id attribute + values are unique. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that all values of type ID are unique in the Web page
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If Step #1 is false, then this failure condition applies and the content fails the + Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F78.html b/wcag21/techniques/failures/F78.html new file mode 100644 index 0000000..4b705ba --- /dev/null +++ b/wcag21/techniques/failures/F78.html @@ -0,0 +1,114 @@ + + + + + F78: Failure of Success Criterion 2.4.7 due to styling element outlines and borders in + a way that removes or renders non-visible the visual focus indicator + + + + + + + + +

Failure of Success Criterion 2.4.7 due to styling element outlines and borders in + a way that removes or renders non-visible the visual focus indicator +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology

+

This technique relates to:

+ +
+
+

Description

+

This describes a failure condition that occurs when the user agent's default visual + indication of keyboard focus is turned off or rendered non-visible by other styling + on the page without providing an author-supplied visual focus indicator. Turning off + the focus indicator instructs the user agent not to present the focus indicator. Other + styling may make it difficult to see the focus indicator even though it is present, + such as outlines that look the same as the focus outline, or thick borders that are + the same color as the focus indicator so it cannot be seen against them. +

+
+
+

Examples

+
+

Example 1: The focus indicator is turned off with CSS

+

The following CSS example will remove the default focus indicator, which fails the + requirement to provide a visible focus indicator. + 

:focus {outline: none}
+
+

Example 2: The outline of elements is visually similar to the focus indicator

+

The following CSS example will create an outline around links that looks the same + as the focus indicator. This makes it impossible for users to determine which one + in fact has the focus, even though the user agent does draw the focus indicator. + 

a {outline: thin dotted black}
+
+

Example 3: Elements have a border that occludes the focus indicator

+

The following CSS example creates a border around links that does not have enough + contrast for the focus indicator to be seen when drawn on top of it. In this case + the focus indicator is drawn just ouside the border, but as both are black and the + border is thicker than the focus indicator, it no longer meets the definition of "visible". + 

a {border: medium solid black}
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Set the focus to all focusable elements on a page using the keyboard.
    2. + +
  2. Check that the focus indicator is visible.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F79.html b/wcag21/techniques/failures/F79.html new file mode 100644 index 0000000..d457f36 --- /dev/null +++ b/wcag21/techniques/failures/F79.html @@ -0,0 +1,124 @@ + + + + + F79: Failure of Success Criterion 4.1.2 due to the focus state of a user interface component + not being programmatically determinable or no notification of change of focus state + available + + + + + + + + +

Failure of Success Criterion 4.1.2 due to the focus state of a user interface component + not being programmatically determinable or no notification of change of focus state + available +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Failure). +

+
+
+

Description

+

Whether a user interface component has focus is a particularly important facet of + its state. Many types of assistive technology rely on tracking the current keyboard + focus. Screen readers will move the user's point of regard to the focused user interface + component, and screen magnifiers will change the display of the content so that the + focused component is visible. If assistive technology is not notified when focus moves + to a new component, the user will become confused when they attempt to interact with + the wrong component. +

+

While user agents usually handle this functionality for standard controls, custom-scripted + user interface components are responsible for using accessibility APIs to make focus + information and notifications available. +

+
+
+

Examples

+

A custom menu displays menu items by rendering them explicitly, handling mouse and + key events directly and highlighting the currently selected menu item. The programmer + does not expose the menu item that has focus via the Accessibility API, so assistive + technology can only determine that focus is somewhere within the menu and cannot determine + which menu item has focus. +

+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Using the accessibility checker for the technology (or if that is not available, inspect + the code or test with an assistive technology), check the controls to see if they + expose the focus state through the accessibility API. +
    2. + +
  2. Using the accessibility checker for the technology (or if that is not available, inspect + the code or test with an assistive technology), check whether assistive technology + is notified when focus moves from one control to another. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If Check #1 or Check #2 is false, then this failure condition applies and the content + fails this Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F8.html b/wcag21/techniques/failures/F8.html new file mode 100644 index 0000000..1f36d1d --- /dev/null +++ b/wcag21/techniques/failures/F8.html @@ -0,0 +1,110 @@ + + + + + F8: Failure of Success Criterion 1.2.2 due to captions omitting some dialogue or important + sound effects + + + + + + + + +

Failure of Success Criterion 1.2.2 due to captions omitting some dialogue or important + sound effects +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to Success Criterion 1.2.2: Captions (Prerecorded) (Failure). +

+
+
+

Description

+

This describes a failure condition for all techniques involving captions. If + the "caption" does not include all of the dialogue (either verbatim or in + essence) as well as all important sounds then the 'Captions' are not real + captions. +

+

NOTE: Captions sometimes simplify the spoken text both to make it easier to + read and to avoid forcing the viewer to read at very high speed. This is + standard procedure and does not invalidate a caption. +

+
+
+

Examples

+
+

Example 1

+

Examples of text streams that are not captions include:

+
    + +
  • text that contains the dialogue (possibly simplified dialogue) but that does not describe + important sounds + +
    • + +
  • text that omits dialogue during portions of the material
    • + +
+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. View the material with captioning turned on.
    2. + +
  2. Check that all dialogue is accompanied by a caption.
    3. + +
  3. Check that all important sounds are captioned.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #2 and check #3 are false, then this failure condition applies and the content + fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F80.html b/wcag21/techniques/failures/F80.html new file mode 100644 index 0000000..ef6cdf9 --- /dev/null +++ b/wcag21/techniques/failures/F80.html @@ -0,0 +1,110 @@ + + + + + F80: Failure of Success Criterion 1.4.4 when text-based form controls do not resize when + visually rendered text is resized up to 200% + + + + + + + + +

Failure of Success Criterion 1.4.4 when text-based form controls do not resize when + visually rendered text is resized up to 200% +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML, XHTML, and CSS

+

This technique relates to Success Criterion 1.4.4: Resize text (Failure). +

+
+
+

Description

+

The objective of this failure condition is to describe a problem that occurs when + changing the size of text does not cause the text-based form controls to resize accordingly. + This means that the user may have difficulty entering text and being able to read + what they have entered because the text is not displayed at the text size required + by the user. +

+

Text-based form controls include input boxes (text and textarea) as well as buttons.

+
+
+

Examples

+
+

Example 1: A Contact Form

+

A Contact Us form has some introductory information and then form controls for users + to enter their first name, last name, telephone number and email address. The heading, + introductory text and form control labels have been implemented in a scalable way + but the form controls themselves have not. +

+

The XHTML component:

 <h1>Contact Us</h1>
+ <p>Please provide us with your details and we will contact you as soon as we can. Note that all of the form fields are required.</p>
+ <label for="fname">First Name</label><input type="text" name="fname" id="fname" /><br />
+ <label for="lname">Last Name</label><input type="text" name="lname" id="lname" /><br />
+ <label for="phone">Telephone</label><input type="text" name="phone" id="phone" /><br />
+ <label for="email">Email</label><input type="text" name="email" id="email" /><br />
+ <input type="submit" name="Submit" value="Submit" id="Submit" />

The CSS component:

 h1 { font-size: 2em; }
+ p, label { font-size: 1em; }
+ input {font-size: 12pt}
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Enter some text into text-based form controls that receive user entered text.
    2. + +
  2. Increase the text size of the content by 200%.
    3. + +
  3. Check that the text in text-based form controls has increased by 200%.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #3 is false, then the failure condition applies and the content fails these + Success Criteria. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F81.html b/wcag21/techniques/failures/F81.html new file mode 100644 index 0000000..07dc2f7 --- /dev/null +++ b/wcag21/techniques/failures/F81.html @@ -0,0 +1,123 @@ + + + + + F81: Failure of Success Criterion 1.4.1 due to identifying required or error fields using + color differences only + + + + + + + + +

Failure of Success Criterion 1.4.1 due to identifying required or error fields using + color differences only +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies

+

This technique relates to Success Criterion 1.4.1: Use of Color (Failure). +

+
+
+

Description

+

This objective of this technique is to describe the failure that occurs when a required + field or an error field is marked with color differences only, without an alternate + way to identify the required field or error field. This can cause problems for people + who are blind or colorblind, because they may not be able to perceive the color differences + that indicate which field is required or which field is causing an error. +

+
+
+

Examples

+
    + +
  • A user is completing an online form, and the phone number field is required. To indicate + that the phone number field is required, the label "Phone Number" is displayed in + a color different from the color used for optional fields, without any other indication + that "Phone Number" is a required field. A blind or colorblind user may not be able + to identify that "Phone Number" is a required field. +
    • + +
  • A user submits an online form and leaves a required field blank, resulting in an error. + The form field that caused the error is indicated by red text only, without an additional + non-color indication that the field caused an error. +
    • + +
+
+
Note
+
+ +

In both examples, the color could be used without failure if the text was sufficiently + different in visual presentation (e.g. bold or in a different font) that it would + be easily differentiated from the surrounding text if the color were removed. It would + also not fail if the color chosen had sufficient luminosity difference (lightness) + from the other text that it would be easily be seen as different if viewed in black + and white. In these cases - the information would not be displayed in color (hue) + alone but also in "presentation" or "lightness" respectively. +

+ +
+
+
+
+

Tests

+
+

Procedure

+ +

For all required fields or error fields in the Web page that are identified using + color differences: +

+ +
    + +
  1. Check that an non-color way to identify the required field or error field is provided.
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #1 is false, then this failure condition applies and content fails the Success + Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F82.html b/wcag21/techniques/failures/F82.html new file mode 100644 index 0000000..a6e14c0 --- /dev/null +++ b/wcag21/techniques/failures/F82.html @@ -0,0 +1,109 @@ + + + + + F82: Failure of Success Criterion 3.3.2 by visually formatting a set of phone number fields + but not including a text label + + + + + + + + +

Failure of Success Criterion 3.3.2 by visually formatting a set of phone number fields + but not including a text label +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology

+

This technique relates to Success Criterion 3.3.2: Labels or Instructions (Failure). +

+
+
+

Description

+

This failure ensures that people with visual or cognitive disabilities will recognize + phone number fields and understand what information to provide to fill in the fields. + Phone numbers are frequently formatted in fixed, distinctive ways, and authors may + feel that just providing visual formatting of the fields will be sufficient to identify + them. However, even if all the fields have programmatically determined names, a text + label must also identify the set of fields as a phone number. +

+
+
+

Examples

+
+

Example 1

+

In the United States, phone numbers are broken into a three digit area code, a three + digit prefix, and a four digit extension. A web page creates fixed length text input + fields for the three parts of the phone number, surrounding the first field with parenthesis + and separating the second and third fields with a dash. Because of this formatting, + some users recognize the fields as a phone number. However, there is no text label + for the phone number on the web page. This is because the label for each field will + be the closest preceding text, so the three fields would be labeled "(", ")" , and + "-" respectively. +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. For each set of phone number fields in the web page that represents a single phone + number, check that the set of fields are labeled with a visible text label that is + positioned near the set of phone number fields. +
    2. + +
  2. For each set of phone number fields in the Web page that represent a single phone + number, instructions are provided about how to fill in the fields. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If both check #1 and check #2 are false, then this failure condition applies and the + content fails this success criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F83.html b/wcag21/techniques/failures/F83.html new file mode 100644 index 0000000..e14290f --- /dev/null +++ b/wcag21/techniques/failures/F83.html @@ -0,0 +1,119 @@ + + + + + F83: Failure of Success Criterion 1.4.3 and 1.4.6 due to using background images that do + not provide sufficient contrast with foreground text (or images of text) + + + + + + + + +

Failure of Success Criterion 1.4.3 and 1.4.6 due to using background images that do + not provide sufficient contrast with foreground text (or images of text) +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology

+

This technique relates to:

+ +
+
+

Description

+

This failure occurs when people with low vision are not able to read text that is + displayed over a background image. When there is not sufficient contrast between the + background image and the text, features of the background image can be confused with + the text making it difficult to accurately read the text. +

+

To satisfy Success Criterion 1.4.3 and 1.4.6, there must be sufficient contrast between + the text and its background. For pictures, this means that there would need to be + sufficient contrast between the text and those parts of the image that are most like + the text and behind the text. +

+
+
+

Examples

+
+

Example 1: Failure Example 1

+

Black text overlays an image with black lines. The lines cross behind the letters + making F's look like E's etc. +

+
+
+

Example 2: Failure Example 2

+

Black text overlays an image with dark gray areas. Wherever the text crosses a dark + gray area the contrast is so bad that the text cannot be read. +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. + Quickcheck: First do a quick check to see if the contrast between the text and the area of the + image that is darkest (for dark text) or lightest (for light text) meets or exceeds + that required by the Success Criterion (1.4.3 or 1.4.5). If the contrast meets or + exceeds the specified contrast, then there is no failure. +
    2. + +
  2. If the Quickcheck is false, then check to see if the background behind each letter + has sufficient contrast with the letter. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If Quickcheck is false and #2 is false as well then this failure condition applies + and the content fails the contrast Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F84.html b/wcag21/techniques/failures/F84.html new file mode 100644 index 0000000..3a535e5 --- /dev/null +++ b/wcag21/techniques/failures/F84.html @@ -0,0 +1,111 @@ + + + + + F84: Failure of Success Criterion 2.4.9 due to using a non-specific link such as "click + here" or "more" without a mechanism to change the link text to specific text. + + + + + + + + +

Failure of Success Criterion 2.4.9 due to using a non-specific link such as "click + here" or "more" without a mechanism to change the link text to specific text. +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 2.4.9: Link Purpose (Link Only) (Failure). +

+
+
+

Description

+

This failure describes a common condition where links such as "click here" or "more" + are used as anchor elements where you need to have the surrounding text to understand + their purpose and where there isn't any mechanism to make the destination clear by + itself, such as a button to expand the link text. +

+

Many blind people who use screen readers call up a dialog box that has a list of links + from the page. They use this list of links to decide where they will go. But if many + of the links in that list simply say "click here" or "more" they will be unable to + use this feature in their screen reader, which is a core navigation strategy. That's + why it's a failure of 2.4.9 to not provide any way of allowing them to know the destination + from the link text alone. It is also true for people who tab through links. If all + they hear as they tab through the document is "click here, click here, click here + etc." they will become confused. +

+
+
+

Examples

+
+

Example 1

<a href="file110.htm">Click here</a> for more information on the Rocky Mountains.
+
+

Example 2

<h2>News headlines</h2>
+The middle east peace meetings have yielded fruitful dialogue. 
+<a href="r4300.htm">read more</a>
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine each link on the page.
    2. + +
  2. Check to see if it has non-descript link text such as "click here" or "more" whose + purpose can be determined from the surrounding text but not from the link text alone. +
    3. + +
  3. Check to see if there is a mechanism on the page which turns all non-descript links + on the page into descriptive links. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #2 is true AND #3 is false, then this failure condition applies and content + fails the success criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F85.html b/wcag21/techniques/failures/F85.html new file mode 100644 index 0000000..2645986 --- /dev/null +++ b/wcag21/techniques/failures/F85.html @@ -0,0 +1,155 @@ + + + + + F85: Failure of Success Criterion 2.4.3 due to using dialogs or menus that are not adjacent + to their trigger control in the sequential navigation order + + + + + + + + +

Failure of Success Criterion 2.4.3 due to using dialogs or menus that are not adjacent + to their trigger control in the sequential navigation order +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.4.3: Focus Order (Failure). +

+
+
+

Description

+

This describes the failure condition that results when a Web page opens a dialog or + menu interface component embedded on the page in a way that makes it difficult for + a keyboard user to operate because of its position in the sequential navigation order. + When the user opens the dialog or menu embedded on the page by activating a button + or link, his next action will be to interact with the dialog or menu. If focus is + not set to the dialog or menu, and it is not adjacent to the trigger control in the + sequential navigation order, it will be difficult for the keyboard user to operate + the dialog or menu. +

+
+
+

Examples

+
+

Example 1: Adding a dialog or menu embedded on the page to the end of the sequential + navigation order +

+

When a DHTML menu or dialog is activated, it is created dynamically, positioned visually + near the trigger, and appended to the end of the DOM. Because it is appended to the + end of the DOM, it is at the end of the sequential navigation order. The user must + tab through the rest of the web page before he can interact with the dialog or menu. +

+
+
+

Example 2: Setting focus to the document after dismissing a menu embedded on the page

+

When a menu is dismissed, it is removed or hidden from the web page and focus is set + to the document. The user must tab from the beginning of the navigation sequence to + reach the point from which the menu was opened. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each menu or dialog embedded on a Web page that is opened via a trigger control:

+ +
    + +
  1. + +

    Activate the trigger control via the keyboard.

    + +
      + +
    • Check whether focus is in the menu or dialog.
      • + +
    • Check whether advancing the focus in the sequential navigation order puts focus in + the menu or dialog. +
      • + +
    + +
    2. + +
  2. + +

    Dismiss the menu or dialog.

    + +
      + +
    • Check whether focus is on the trigger control.
      • + +
    • Check whether advancing the focus backwards in the sequential navigation order puts + focus in the trigger control. +
      • + +
    + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If both points under step 1 are false, then this failure condition applies and the + content fails this success criterion. +
    • + +
  • If both points under step 2 are false, then this failure condition applies and the + content fails this success criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F86.html b/wcag21/techniques/failures/F86.html new file mode 100644 index 0000000..273e205 --- /dev/null +++ b/wcag21/techniques/failures/F86.html @@ -0,0 +1,177 @@ + + + + + F86: Failure of Success Criterion 4.1.2 due to not providing names for each part of a multi-part + form field, such as a US telephone number + + + + + + + + +

Failure of Success Criterion 4.1.2 due to not providing names for each part of a multi-part + form field, such as a US telephone number +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

General

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Failure). +

+
+
+

Description

+

This describes a failure condition of Success Criterion 4.1.2 where some or all of + the parts of multi-part form field do not have names. Often there is a label for the + multi-part field, which is either programatically associated with the first part, + or not programatically associated with any parts. +

+
+
Note
+
+ +

A name does not necessarily have to be visible, but is visible to assistive technologies.

+ +
+
+
+
+

Examples

+
+

Example 1

+

A US telephone number consists of a 3-digit area code, a 3-digit prefix, and a 4-digit + suffix. They are typically formatted as follows ([area code]) [prefix]-[suffix], such + as (206) 555-1212. Often, forms asking for a telephone number will include 3 separate + fields, but with a single label, such as: + 

Phone number: 
+(<input type="text" size="3">) <input type="text" size="3">-<input type="text" size="4">

The failure occurs when there is not a name for each of the 3 fields in the Accessibility + API. A user with assistive technology will experience these as three undefined text + fields. Some assistive technologies will read the punctuation as identification for + the text fields, which can be even more confusing. In the case of a 3-field US phone + number, some assistive technologies would name the fields "(", ")" and "-", which + is not very useful. +

+
+
+

Example 2

+

The same US telephone number. In this case, the label is not programatically associated + with any of the parts. + 

Phone number: (<input type="text" size="3">) <input type="text" size="3">-<input type="text" size="4">

A user with assistive technology will experience these as three undefined text fields. + +

+
+
+

Example 3

+

The same US telephone number. In this case, the label is programatically associated + with the first part. + 

<label for="area">Phone number:</label> 
+(<input id="area" type="text" size="3">) <input type="text" size="3">-<input type="text" size="4">

A user with assistive technology will be led to believe that the first field is for + the entire phone number, and will experience the second and third fields as undefined + text fields. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each subfield in the multi-part form field:

+ +
    + +
  1. Check that there is a programmatically determined name for the field.
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 is false for any subfield, then the failure condition applies and the + content fails the success criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F87.html b/wcag21/techniques/failures/F87.html new file mode 100644 index 0000000..e7e563b --- /dev/null +++ b/wcag21/techniques/failures/F87.html @@ -0,0 +1,150 @@ + + + + + F87: Failure of Success Criterion 1.3.1 due to inserting non-decorative content by using + :before and :after pseudo-elements and the 'content' property in CSS + + + + + + + + +

Failure of Success Criterion 1.3.1 due to inserting non-decorative content by using + :before and :after pseudo-elements and the 'content' property in CSS +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support CSS.

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Failure). +

+
+
+

Description

+

The CSS :before and :after pseudo-elements specify the location of content before + and after an element's document tree content. The content property, in conjunction + with these pseudo-elements, specifies what is inserted. For users who need to customize + style information in order to view content according to their needs, they may not + be able to access the information that is inserted using CSS. Therefore, it is a failure + to use these properties to insert non-decorative content. +

+
+
Note
+

A common way to test this critieria is to disable CSS styles to view whether content + added using pseudo-elements remains visible. +

+
+
+
+

Examples

+
+

Example 1

+

In the following example, :before and :after are used to indicate speaker changes + and to insert quotation marks in a screenplay. +

+

The CSS contains:

 p.jim:before {	content: "Jim: " }
+p.mary:before { content: "Mary: " }
+
+q:before { content: open-quote }
+q:after  { content: close-quote }

It is used in this excerpt:

 <p class="jim">
+ <q>Do you think he's going to make it?</q>
+</p>
+<p class="mary">
+ <q>It's not looking good.</q>
+</p>
+
+

Example 2

+

In this example, :before is used to differentiate facts from opinions.

+

The CSS contains:

 p.fact:before { content: "Fact: "; font-weight: bold; }
+ p.opinion:before { content: "Opinion: "; font-weight: bold; }

It is used in this excerpt:

 <p class="fact">
+ The defendant was at the scene of the crime when it occurred. 
+</p>
+<p class="opinion">
+ The defendant committed the crime. 
+</p>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each instance of content inserted through use of the :before and :after pseudo-elements + and the content property: +

+ +
    + +
  1. Check that non-decorative information presented by the generated content is available + when styles are overridden. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 is false, then this failure condition applies and the content fails this + Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F88.html b/wcag21/techniques/failures/F88.html new file mode 100644 index 0000000..f118fd6 --- /dev/null +++ b/wcag21/techniques/failures/F88.html @@ -0,0 +1,128 @@ + + + + + F88: Failure of Success Criterion 1.4.8 due to using text that is justified (aligned to + both the left and the right margins) + + + + + + + + +

Failure of Success Criterion 1.4.8 due to using text that is justified (aligned to + both the left and the right margins) +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Failure). +

+
+
+

Description

+

Many people with cognitive disabilities have a great deal of trouble with blocks of + text that are justified (aligned to both the left and the right margins). The spaces + between words create "rivers of white" running down the page, which can make the text + difficult for some people to read. This failure describes situations where this confusing + text layout occurs. The best way to avoid this problem is not to create text layout + that is fully justified (aligned to both the left and the right margins). +

+
+
+

Examples

+
+

Example 1

+

In the following example of a failure, the HTML align attribute is used to create justified text. + 

 
+<p align="justify">Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Vestibulum sit amet pede. Phasellus 
+nec sem id mauris vehicula tincidunt. Morbi ac arcu. Maecenas vehicula velit et orci. Donec 
+ullamcorper porttitor velit. Sed arcu lorem, cursus sit amet, auctor eu, convallis ut, purus. 
+Vivamus imperdiet accumsan nunc. Maecenas pellentesque nunc a libero. Vestibulum ante ipsum 
+primis in faucibus orci luctus et ultrices posuere cubilia Curae; Curabitur pharetra commodo 
+justo. Nulla facilisi. Phasellus nulla lacus, tempor quis, tincidunt ac, rutrum et, mauris.
+</p>
+
+

Example 2

+

In this example of a failure, the CSS text-align property is used to create justified + text. + 

 
+...
+p {text-align: justify}
+
+...
+
+<p>Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Vestibulum sit amet pede. Phasellus 
+nec sem id mauris vehicula tincidunt. Morbi ac arcu. Maecenas vehicula velit et orci. Donec 
+ullamcorper porttitor velit. Sed arcu lorem, cursus sit amet, auctor eu, convallis ut, purus. 
+Vivamus imperdiet accumsan nunc. Maecenas pellentesque nunc a libero. Vestibulum ante ipsum 
+primis in faucibus orci luctus et ultrices posuere cubilia Curae; Curabitur pharetra commodo 
+justo. Nulla facilisi. Phasellus nulla lacus, tempor quis, tincidunt ac, rutrum et, mauris.</p>
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open the page in a common browser.
    2. + +
  2. Verify that content is not justified (aligned to both the left and the right margins).
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If test procedure #2 is false, then this failure condition applies and the content + fails to meet Success Criterion 1.4.8. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F89.html b/wcag21/techniques/failures/F89.html new file mode 100644 index 0000000..39e4d24 --- /dev/null +++ b/wcag21/techniques/failures/F89.html @@ -0,0 +1,156 @@ + + + + + F89: Failure of Success Criteria 2.4.4, 2.4.9 and 4.1.2 due to not providing an accessible + name for an image which is the only content in a link + + + + + + + + +

Failure of Success Criteria 2.4.4, 2.4.9 and 4.1.2 due to not providing an accessible + name for an image which is the only content in a link +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that contains links.

+

This technique relates to:

+ +
+
+

Description

+

This failure condition occurs when a link contains only non-text content, such as + an image, and that link cannot be identified by an accessible name. The accessible + name for a link is defined according to the Accessible Name and Description Computation. +

+

This also applies when both text and images are used separately on a page to link + to the same target. In this case success technique H2: Combining adjacent image and text links for the same resource is the recommended approach to reduce the number of separate links and the undesirable + redundancy. +

+
+
+

Examples

+
+

Example 1: HTML Search Results

+

A search site returns search results that include both a text link and an image link + to the match site. The image has a null alt attribute, since the result already contains a link with a text description. However, + the screen reader does not ignore the image link but uses heuristics to find some + text that might describe the purpose of the link. For example, the screen reader might + announce, "football dot gif Football Scorecard." + 

 <a href="scores.html">
+   <img src="football.gif" alt="" />
+ </a>
+ <a href="scores.html">
+   Football Scoreboard
+ </a>
+}
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check whether the link contains only non-text content.
    2. + +
  2. Check whether the non-text content has been implemented in a way that it can be ignored + by assistive technologies, such as using role="presentation" or alt="" + . +
    3. + +
  3. Check that the link does not have an accessible name provided in another way such + as aria-label or aria-labelledby. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If all checks are true, then this failure condition applies and the content fails + the success criteria. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F9.html b/wcag21/techniques/failures/F9.html new file mode 100644 index 0000000..470c8f9 --- /dev/null +++ b/wcag21/techniques/failures/F9.html @@ -0,0 +1,121 @@ + + + + + F9: Failure of Success Criterion 3.2.5 due to changing the context when the user removes + focus from a form element + + + + + + + + +

Failure of Success Criterion 3.2.5 due to changing the context when the user removes + focus from a form element +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

General.

+

This technique relates to Success Criterion 3.2.5: Change on Request (Failure). +

+
+
+

Description

+

This document describes a failure that occurs when removing focus from a form + element, such as by moving to the next element, causes a change of context. + +

+
+
+

Examples

+
+

Example 1

+

The user is going through the form filling out the fields in order. + When he moves from the third field to the forth, the form submits. + +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find all form elements.
    2. + +
  2. Go through them in order.
    3. + +
  3. Check if the form submits when you move from one field to the + next. +
    4. + +
  4. Check if moving from one field to the next launches any new + windows. +
    5. + +
  5. Check if moving from one field to the next navigates to another + screen. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • If step #3, step #4, or step #5 is true, then this failure condition applies and + the content fails the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F90.html b/wcag21/techniques/failures/F90.html new file mode 100644 index 0000000..94b06b8 --- /dev/null +++ b/wcag21/techniques/failures/F90.html @@ -0,0 +1,154 @@ + + + + + F90: Failure of Success Criterion 1.3.1 for incorrectly associating table headers and content + via the headers and id attributes + + + + + + + + +

Failure of Success Criterion 1.3.1 for incorrectly associating table headers and content + via the headers and id attributes +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML.

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Failure). +

+
+
+

Description

+

One way for authors to explicitly associate header cells to data cells is by using + the id and headers attributes. These allow the author to associate multiple header + cells to a particular data cell, which can be necessary when complex data tables with + more than one level of heading are used. +

+

The failure occurs when the relationship between data cells and corresponding header + cells cannot be programmatically determined correctly because the association of id and headers attributes is faulty. This can happen, for example, when copying code within tables + and forgetting to update the code. +

+
+
+

Examples

+

Note: The example below is based on the complex data table presented as example 1 + of H43: Using id and headers attributes to associate data cells with header cells in data + tables. + +

+
+

Example 1: Table content not correctly associated to nested headers

+

In this example, nested headers are used, but the content cells are incorrectly associated + via the id and headers attributes. All cells reference top level header 'Exams' (id="e") + - this isn't correct for the last three columns which should reference header 'Projects'. + Also, the referencing of the second level column headers has been accidentally swapped + even though in this example this makes no difference as the contents (1, 2, Final) + are repeated. + +

+

Example Code:

+<table>
+   <tr>
+     <th rowspan="2" id="h">Homework</th>
+     <th colspan="3" id="e">Exams</th>
+     <th colspan="3" id="p">Projects</th>
+   </tr>
+   <tr>
+     <th id="e1" headers="e">1</th>
+     <th id="e2" headers="e">2</th>
+     <th id="ef" headers="e">Final</th>
+     <th id="p1" headers="p">1</th>
+     <th id="p2" headers="p">2</th>
+     <th id="pf" headers="p">Final</th>
+   </tr>
+   <tr>
+     <td headers="h">15%</td>       
+     <td headers="e p1">15%</td>  // should be "e e1"
+     <td headers="e p2">15%</td>  // should be "e e2"
+     <td headers="e pf">20%</td>  // should be "e ef"
+     <td headers="e e1">10%</td>  // should be "p p1"
+     <td headers="e e2">10%</td>  // should be "p p2"
+     <td headers="e ef">15%</td>  // should be "p pf"
+   </tr>
+</table>
+

+ Failure example of table incorrectly associating headers attributes in table content + (td) to table headers (th). +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. For tables that associate data cells to header cells via the id and headers attributes, + check that the programmatic association is correct. + +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #1 is false, then this failure condition applies and the content fails the + Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F91.html b/wcag21/techniques/failures/F91.html new file mode 100644 index 0000000..7ba191f --- /dev/null +++ b/wcag21/techniques/failures/F91.html @@ -0,0 +1,180 @@ + + + + + F91: Failure of Success Criterion 1.3.1 for not correctly marking up table headers + + + + + + + +

Failure of Success Criterion 1.3.1 for not correctly marking up table headers

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML.

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Failure). +

+
+
+

Description

+

This failure occurs when data tables do not use header elements (th) or other appropriate + table mark-up (the scope attribute, headers and id or the ARIA roles columnheader + / rowheader) to make the headers programatically determinable from within table content. + Making headers programmatically determinable is especially important when data cells + are only intelligible together with header information. When screen reader users navigate + through the table content horizontally or vertically, the headers that change can + be read out to provide the necessary context for the information in the data cells. +

+
+
+

Examples

+
+

Example 1: Headers not marked up appropriately

+

This table does not use th (or other appropriate header markup) for headers. Instead, + it uses td elements for all cells. Navigating cell by cell, screen readers will often + fail to read the header cells associated with content. + +

+

Example Code:

+<table>
+   
+   <tr>
+      <td>Name</td>
+      <td>Age</td>
+      <td>Height (cm)</td>
+      <td>Weight (kg)</td>
+   </tr>   
+   
+   <tr>
+      <td>Linda</td>
+      <td>33</td>
+      <td>169</td>
+      <td>59</td>
+   </tr>   
+   
+   <tr>
+      <td>Jack</td>
+      <td>37</td>
+      <td>184</td>
+      <td>74</td>
+   </tr>    
+   
+   <tr>
+      <td>Kira</td>
+      <td>8</td>
+      <td>120</td>
+      <td>21</td>
+   </tr>   
+   
+   <tr>
+      <td>Daniel</td>
+      <td>3</td>
+      <td>79</td>
+      <td>14</td>
+   </tr>  
+</table>
+

+ View example 1 (opens in same browser window) + +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For all data tables, check if table headers can be correctly programmatically determined + by use of one of the following mechanisms: + +

+ +
    + +
  1. headers marked up with table header (th) elements + +
    2. + +
  2. scope attributes on th for tables with more than a single row or column of table headers. +
    3. + +
  3. scope attributes on th for tables with more than a single row or column of table headers. +
    4. + +
  4. headers and data cells associated using headers and id attributes + +
    5. + +
  5. headers marked up as td elements with the scope attribute + +
    6. + +
  6. headers marked up with ARIA role attributes rowheader or columnheader + +
    7. + +
+ +
+
+

Expected Results

+ +
    + +
  • If all checks are false, then this failure condition applies and the content fails + the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F92.html b/wcag21/techniques/failures/F92.html new file mode 100644 index 0000000..5ff81d3 --- /dev/null +++ b/wcag21/techniques/failures/F92.html @@ -0,0 +1,136 @@ + + + + + F92: Failure of Success Criterion 1.3.1 due to the use of role presentation on content + which conveys semantic information + + + + + + + + +

Failure of Success Criterion 1.3.1 due to the use of role presentation on content + which conveys semantic information +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML and XHTML

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Failure). +

+
+
+

Description

+

This failure occurs when a role of presentation is applied to an element whose purpose + is to convey information or relationships in the content. Elements such as table, can convey information about the content contained in them via their semantic markup. + The WAI-ARIA role of + presentation + on the other hand, is intended to suppress semantic information of content from the + accessibility API and prevent user agents from conveying that information to the user. + Use of the presentation role for content which should convey semantic information may prevent the user from + understanding that content. + +

+
+
+

Examples

+
+

Example 1

+

In this example, tabular data is marked up with role=presentation. Though design layout + tables can be marked up in such a way, data tables need to retain their semantic information + and should therefore not be marked up with role=presentation. +

+

Example Code:

+<table role="presentation">
+   <caption>Fruits and their colors</caption>
+   <tr>
+     <th>Name</th>
+     <th>Color</th>
+   </tr>
+   <tr>
+    <td scope="row">banana</td>
+    <td>yellow</td>
+   </tr>
+   <tr>
+    <td scope="row">orange</td>
+    <td>orange</td>
+   </tr>
+  </table>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check if an element which conveys information, structure, or relationships through + its semantic markup + +
    2. + +
  2. Element has the attribute role="presentation". + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • If check #2 is true, then this failure condition applies and the content fails the + Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F93.html b/wcag21/techniques/failures/F93.html new file mode 100644 index 0000000..48609a8 --- /dev/null +++ b/wcag21/techniques/failures/F93.html @@ -0,0 +1,145 @@ + + + + + F93: Failure of Success Criterion 1.4.2 for absence of a way to pause or stop an HTML5 + media element that autoplays + + + + + + + + +

Failure of Success Criterion 1.4.2 for absence of a way to pause or stop an HTML5 + media element that autoplays +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

HTML5

+

This technique relates to Success Criterion 1.4.2: Audio Control (Failure). +

+
+
+

Description

+

This failure occurs when an audio or video element with an audio track contains the autoplay attribute and does not contain the muted attribute, and no controls or commands have been provided to pause or stop the media + resource. +

+

When the autoplay attribute is present, the user agent will automatically begin playback of the media + resource as soon as it can do so without stopping. When the muted attribute is present, the user agent will initially mute the media resource's audio + output, overriding any user preference. +

+

If the media element is shorter than 3 seconds, the failure does not occur. If the + user agent provides user preferences to override autoplay behavior, the failure does + not occur. +

+

The HTML spec contains the following notes:

+
    +
  • User agents do not need to support autoplay, and it is suggested that user agents + honor user preferences on the matter. Authors are urged to use the autoplay attribute rather than using script to force the video to play, so as to allow the + user to override the behavior if so desired. +
    • + +
  • Authors are urged to use the autoplay attribute rather than using script to trigger automatic playback, as this allows + the user to override the automatic playback when it is not desired, e.g. when using + a screen reader. Authors are also encouraged to consider not using the automatic playback + behavior at all, and instead to let the user agent wait for the user to start playback + explicitly. +
    • +
+
+
+

Examples

+
+

Example 1: An auto-playing audio track

+

In this example, the advertising video contains an audio track. The video will play + continuously because of the loop attribute, and the video will start automatically because of the autoplay attribute and because there does not appear to be any controls to allow the user + to stop the video. + 

+				 <video src="ads.cgi?kind=video" autoplay loop></video>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check if an audio or video element has an active audio track. +
    2. + +
  2. Check if the audio or video lasts longer than 3 seconds.
    3. + +
  3. Check if the element has an autoplay attribute. +
    4. + +
  4. Check if the element does not have a muted attribute. +
    5. + +
  5. Check if no command or control has been provided to stop or pause the media element.
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • If checks 1-5 are true, then this failure condition applies and the content fails + the Success Criterion. +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F94.html b/wcag21/techniques/failures/F94.html new file mode 100644 index 0000000..a36b420 --- /dev/null +++ b/wcag21/techniques/failures/F94.html @@ -0,0 +1,162 @@ + + + + + F94: Failure of Success Criterion 1.4.4 due to incorrect use of viewport units to resize + text + + + + + + + + +

Failure of Success Criterion 1.4.4 due to incorrect use of viewport units to resize + text +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique relates to Success Criterion 1.4.4: Resize text (Failure). +

+
+
+

Description

+

The objective of this technique is to document the failure of text to re-scale when + viewport units are used on text. As these units are relative to the viewport, it means they cannot + be resized by zooming or adjusting text-size. +

+

There are various methods to increase and decrease the size of text and other content, + but viewport units applied to text (generally via font-size in CSS) prevent most available methods. Attempts to use browser controls to zoom + or adjust text-size will not work. Only methods that completely override the CSS will + work, and those could cause other issues such as layouts collapsing or text overlapping. +

+

Some uses of viewport units may not prevent text-size adjustments, but if they are + used as the primary method for defining text-size, they are likely to cause a failure + of Success Criterion 1.4.4. +

+
+
Note
+

If media queries were used to adjust the size of text or unit of measure at different + screen sizes, it may not be a failure of Resize text. On-page controls provided by the author are also a way of passing the resize text + success criteria. +

+
+
+
+

Examples

+
+

Example 1: Failure example 1

+

The following CSS and HTML snippet uses VW units to size the text.

/* CSS */
+.callout {
+    font-size:1vw;
+}
+
+<p class="callout">
+  Text that scales by viewport units<p/>

Example page with an example of text sized in vh units. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+

In a desktop browser with a resizable window:

+
    + +
  1. Set zoom level to 100%.
    2. + +
  2. Set window size to 1280 pixels wide.
    3. + +
  3. Visit the page to be tested.
    4. + +
  4. Use any of the following methods to resize text when available: + +
      + +
    • the zoom feature of the browser
      • + +
    • the text-sizing feature of the browser,
      • + +
    • on-page controls for resizing text.
      • + +
    + +
    5. + +
  5. Check that the text resizes by one of the methods above, and can be resized to at + least 200% of the default. +
    6. + +
+
+
+

Expected Results

+
    + +
  • If step #5 is false, then this failure condition applies and the content fails Success + Criteria 1.4.4, Resize Text. +
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F95.html b/wcag21/techniques/failures/F95.html new file mode 100644 index 0000000..689c904 --- /dev/null +++ b/wcag21/techniques/failures/F95.html @@ -0,0 +1,101 @@ + + + + + F95: Failure of Success Criterion 1.4.13 due to content shown on hover not being hoverable + + + + + + + +

Failure of Success Criterion 1.4.13 due to content shown on hover not being hoverable

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that supports the display of additional content on pointer hover.

+

This technique relates to Success Criterion 1.4.13: Content on Hover or Focus (Failure). +

+
+
+

Description

+

The objective of this failure is to describe a situation where users find it difficult + or impossible to move the pointer over additional content that appears on hover. For + users of screen magnification software, the new content is often not fully visible + in the current magnifed section. In order to perceive it, it is therefore critical + for these users to be able to move the pointer away from the trigger and over the + additional content, and thereby change the position of the magnified section, without + this content disappearing. +

+
+
+

Examples

+
    + +
  • A pop-up opens on pointer hover. Due to the chosen screen magnification, the content + is only partially visible. However, as soon as the pointer is moved away from the + trigger towards the pop-up content so it can be read, the pop-up automatically closes. +
    • + +
  • Hovering over a chart with data points, pop-ups open to show details of the respective + data point, somewhat offset from the data point itself. When moving the pointer towards + the pop-up so it can be fully read with magnification, the pointer travels over other + data points that cause the appearance of other pop-ups that replace the particular + pop-up the user wanted to see. +
    • + +
+
+
+

Tests

+
+

Procedure

+

For each area of additional content that appears on pointer hover:

+
    + +
  1. The pointer can be moved over the new content without the additional content disappearing.
    2. + +
  2. The appearance of the additional content is controlled by the user agent, not the + author. +
    3. + +
+
+
+

Expected Results

+
    + +
  • If #1 and #2 are false, then content fails the Success Criterion.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F96.html b/wcag21/techniques/failures/F96.html new file mode 100644 index 0000000..d7b4773 --- /dev/null +++ b/wcag21/techniques/failures/F96.html @@ -0,0 +1,149 @@ + + + + + F96: Failure due to the accessible name not containing the visible label text + + + + + + + +

Failure due to the accessible name not containing the visible label text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that include interactive controls (such as links or form inputs).

+

This technique relates to Success Criterion 2.5.3: Label in Name (Failure). +

+
+
+

Description

+

The objective of this Failure is to describe situations where speech input users cannot + reliably speak the name of a control because it differs from the visible label. +

+

When speech input users interact with a web page, they usually speak a command followed + by the reference to some visible label (like the text in a button or a link, or the + text labelling some input). If the visible label does not match the accessible name + of the control, speech users may be unable to directly activate that control. +

+

There are techniques that go beyond the visible label text of elements. The idea is + to provide more context for users of assistive technologies to whom the visible context + may not be available. Examples are the use of accessible hidden (e.g., offscreen-positioned) + text, the use of the aria-label attribute to overwrite the label text, or the use + of the aria-labelledby attribute to compose a label text from one or more strings + strings on the page. +

+

When the use of these techniques results in an accessible name in which the exact + string of the visible label does not occur in the accessible name, speech users may + be unable to activate that control. Refer to the Accessible Name and Description Computation algorithm to work out the order of precedence in computing the accessible name of + a control. +

+
+
+

Examples

+
+

Example 1: Mismatch of visible button text and accessible name supplied via aria-label

+

The text in a search button reads "Go" but the accessible name provided in an aria-label + attribute is "Find in this site" + 


+        <button id="sitesearch" aria-label="Find in this site">Go</button>
+
+
+

Example 2: Invisible link text disrupts visible label text string in accessible name

+

A download link reads "Download specification" but there is invisible link text so + that the accessible name of that link is "Download gizmo specification". While the + visible label text is contained in the accessible name, there is no string match which + may prevent the link from being activated by speech input. + 


+        <a href="#">Download <span class="accessibly-hidden">gizmo</span> specification</a>
+
+
+

Example 3: Input with a hidden label carrying text that differs from the input's value + attribute +

+

An input of type="submit" with the value="search" which is exposed as visible label + of the input, has a programmatically linked and accessibly hidden label enclosing + the text "Find in this site" referenced by aria-labelledby. Because aria-labelledby + takes precedence over the value of the input, the accessible name of the input in + most browser / screen reader combinations will be "Find in this site". Speech users + speaking a command such as "Click search" will be unable to activate the input. + 


+        <div id="hidden-label">Find in this site</div>
+        <input type="submit" aria-labelledby="hidden-label" value="search">
+
+
+ +
+

Tests

+
+

Procedure

+

For all controls with a visible label (e.g., link text, button text, programmatically + linked label, images in links with text), check that: +

+
    + +
  1. The accessible name is the same as the visible label.
    2. + +
  2. The accessible name contains a match for the string of the visible label.
    3. + +
+
+
+

Expected Results

+
    + +
  • If checks #1 and #2 are false, the content fails the Success Criterion.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F97.html b/wcag21/techniques/failures/F97.html new file mode 100644 index 0000000..12b9e49 --- /dev/null +++ b/wcag21/techniques/failures/F97.html @@ -0,0 +1,104 @@ + + + + + F97: Failure due to locking the orientation to landscape or portrait view + + + + + + + +

Failure due to locking the orientation to landscape or portrait view

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique relates to Success Criterion 1.3.4: Orientation (Failure). +

+
+
+

Description

+

The objective of this technique is to describe how restricting the view of content + to a single orientation is a failure to allow content to be viewed in multiple orientations. + When content is presented with a restriction to a specific orientation, users must + orient their devices to view the content in the orientation that the author imposed. + Some users have their devices mounted in a fixed orientation (e.g. on the arm of a + power wheelchair), and if the content cannot be viewed in that orientation it creates + problems for the user. +

+

If a specific orientation is determined to be essential for the operation and viewing of the content, then this failure technique will not + apply. +

+
+
+

Examples

+
    + +
  • A news app always shows the content in portrait orientation. Users can view the content + on a device which supports landscape and portrait display orientations. When the device + is turned to landscape view, the content appears sideways to the user. +
    • + +
+
+
+

Tests

+
+

Procedure

+
    + +
  1. Open the content in landscape view. Check that the content is oriented for this view.
    2. + +
  2. Open the content in portrait view. Check that the content is oriented for this view.
    3. + +
  3. Check if portrait or landscape view is essential for the viewing and operation of + the content. +
    4. + +
  4. If there are any controls in the content, user agent, operating system, or device + that restrict or allow orientation changes, check that the controls can be set to + allow checks one and two to be true. +
    5. + +
+
+
+

Expected Results

+
    + +
  • If check #1 or check #2 is false, and checks #3 and #4 are false, then this failure + condition applies and content fails the Success Criterion. +
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F98.html b/wcag21/techniques/failures/F98.html new file mode 100644 index 0000000..631e4e3 --- /dev/null +++ b/wcag21/techniques/failures/F98.html @@ -0,0 +1,195 @@ + + + + + F98: Failure due to interactions being limited to touch-only on touchscreen devices + + + + + + + +

Failure due to interactions being limited to touch-only on touchscreen devices

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that include interactive controls (such as links, form inputs, or + complex custom widgets) and that can detect the presence of different input modalities. +

+

This technique relates to Success Criterion 2.5.6: Concurrent Input Mechanisms (Failure). +

+
+
+

Description

+

The objective of this Failure is to describe situations where users on devices that + have a touchscreen are unable to use other input modalities available to them (such + as an additional/external mouse or keyboard). +

+

There are various methods and heuristics for web content to determine if a user's + device has a touchscreen. However, even when a touchscreen is present, other input + modalities may be available to users. It is not necessarily the case that the user + will be interacting with the web content (exclusively, or at all) using the touchscreen. +

+

If, when a touchscreen is detected, web content is designed to be operated exclusively + through touch, these users will be unable to operate the content using their other + (possibly preferred) input mechanisms. +

+
+
+

Examples

+
+

Example 1: Only using touch-specific JavaScript event listeners when a touchscreen + is detected +

+

These types of approaches have historically been popular for "mobile" specific development, + to ensure that touchscreen interactions are more responsive and immediate (due to + the way that touch interactions used to add a delay of approximately 300ms between + a "tap" interaction and the generic click event being fired). + 


+/* inferring the presence of a touchscreen based on
+   support for the Touch Events API */
+
+if (window.TouchEvent || ('ontouchstart' in window)) {
+  /* set up event listeners for touch */
+  target.addEventListener('touchend', ...);
+  ...
+} else {
+  /* set up event listeners for mouse/keyboard */
+  target.addEventListener('click', ...);
+  ...
+}
+				

+/* inferring the presence of a touchscreen based on
+   the CSS Media Queries 4 Interaction Media Features
+   match for a "coarse" primary input mechanism */
+
+if (window.matchMedia && window.matchMedia("(pointer:coarse)").matches) {
+  /* set up event listeners for touch */
+  target.addEventListener('touchend', ...);
+  ...
+} else {
+  /* set up event listeners for mouse/keyboard */
+  target.addEventListener('click', ...);
+  ...
+}
+

Similarly, web content that omits relevant/necessary keyboard event listeners (e.g. + for the correct keyboard interaction with a complex widget, such as a tab interface) + when a touchscreen is detected - under the assumption that on a touch device, keyboard + support won't be necessary. + 


+/* inferring the presence of a touchscreen based on
+   the navigator.maxTouchPoints property defined in
+   the Pointer Events API */
+
+if (window.PointerEvent && ('maxTouchPoints' in navigator) &&
+    (navigator.maxTouchPoints > 0)) {
+	/* no need to listen to keyboard - there's a touchscreen... */
+	...
+} else {
+	/* set up event listeners for keyboard interactions */
+  target.addEventListener('keyup', ...);
+  ...
+}
+
+
Note
+

Generally, these approaches will also result in a failure of Success Criterion 2.1.1 Keyboard - but only in situations + where a touchscreen interface was also detected. +

+
+
+
+

Example 2: Hiding/omitting controls for mouse and keyboard users when a touchscreen + is detected +

+

Web content containing interactive widgets such as content carousels, with visible + buttons to operate the widget (such as previous/next buttons, or a visible scrollbar/slider). + These visible controls are hidden/omitted when a touchscreen is detected, under the + assumption that users will simply use touch gestures to operate the widgets, and no + other alternatives are then provided for keyboard or mouse users. + 


+/* using CSS Media Queries 4 Interaction Media Features
+   to hide particular elements in the page (such as a container
+   with visible controls) when a "coarse" primary input is present */
+
+@media (pointer: coarse) {
+  #widget .controls { display: none; }
+}
+

Depending on the specific implementation, authors may allow mouse interactions with + widgets that mirror touch gestures - for instance, allowing mouse users to also drag/swipe + carousels, rather than just relying on clickable previous/next controls or scrollbars. + In these cases, hiding controls when a touchscreen is detected will still allow users + to operate the widget with the mouse (unless this interaction has also been suppressed/omitted + when the touchscreen was detected, as per the previous example). However, if the only + keyboard-operable controls for the widget were hidden, and no alternative for keyboard + users was provided (such as allowing cursor key operation), this situation would still + fail Success Criterion 2.5.6. +

+
+
Note
+

Generally, these approaches will also result in a failure of Success Criterion 2.1.1 Keyboard and (depending on the touch gesture that the user is expected to perform) Success Criterion + 2.5.1 Pointer Gestures. +

+
+
+
+
+

Tests

+
+

Procedure

+
    + +
  1. Open the content on a device with a touchscreen and at least one additional input + modality - this includes touch-enabled laptops and touchscreen devices (smartphones + or tablets) with a paired external keyboard and mouse. +
    2. + +
  2. Check that all interactive controls can be operated using not only the touchscreen, + but also the additional input mechanisms (keyboard and mouse) +
    3. + +
  3. If the presence of the touchscreen caused interactive controls not to be displayed + (compared to the same content when viewed on a device without a touchscreen), check + that there are alternative controls/ways for users of other additional input mechanisms + to operate the content +
    4. + +
+
+
+

Expected Results

+
    + +
  • If checks #2 or #3 are false, the content fails the Success Criterion.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/F99.html b/wcag21/techniques/failures/F99.html new file mode 100644 index 0000000..2f94c9f --- /dev/null +++ b/wcag21/techniques/failures/F99.html @@ -0,0 +1,136 @@ + + + + + F99: Failure of Success Criterion 2.1.4 due to implementing character key shortcuts that + cannot be turned off or + remapped + + + + + + + + +

Failure of Success Criterion 2.1.4 due to implementing character key shortcuts that + cannot be turned off or + remapped +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This failure applies to web content that can be interacted with using a physical keyboard + as input mechanism. +

+

This technique relates to Success Criterion 2.1.4: Character Key Shortcuts (Failure). +

+
+
+

Description

+

When keyboard shortcuts using only character keys are implemented, voice commands + can inadvertently trigger functionality. Character key shortcuts use a single key + such as a letter key (including upper- and lower-case letters), + punctuation, number, or symbol characters. +

+

Content must either not implement single character key shortcuts, or offer settings + to either turn off these + shortcuts or to map them to keyboard shortcuts that employ an additional modifier + key, such Alt or + Ctrl. +

+
+
Note
+

The use of a single key keyboard shortcut is not a failure if the shortcut is only + active when a particular interface element has focus. For example, when a select element + or a custom listbox has focus, the input of single character keys to navigate the + list is a useful feature. +

+
+

The test procedure suggests asking the author (often the developer of the site) whether + keyboard shortcuts are used. If that information is trusted then the procedure can + be simpler than pressing all the keys. +

+

The success criterion does not apply when single key shortcuts are only active when + interface elements have the focus, for example, a select element. Here, pressing a letter key is used for fast navigation within the select + options. +

+

Viewing page scripts and searching for typical keyboard event handlers like document.addEventListener('keydown' ...) or the presence of the .keycode attribute + may establish the presence of scripts that intercept keyboard shortcuts without modification + keys like ALT or + STR being held down at the same time. As there are several ways of implementing character + key events, this + method is not considered reliable. +

+

Some browsers employ single key shortcuts with Shift. For example, Firefox opens a page search when pressing + Shift + / and a search in page links when pressing Shift + '. In these cases, it will be necessary to press Esc or click an empty part of the page to remove the focus from the browser input. +

+
+
+

Examples

+

An application uses the single key shortcut S to bring up a search popup. There is no setting available to turn off or modify the + shortcut. +

+
+
+

Tests

+
+

Procedure

+

If the site does not provide settings to disable or remap keyboard shortcuts: +

+
    + +
  1. If loading the page sets focus to an input, click on an empty part of the page to + ensure that + no inputs are in focus. +
    2. + +
  2. Press keys identified by the author as shortcut keys, or if this information is not + available, press all printing characters (i.e., all number, letter, sign and punctuation + keys). Do not press non-printing + modifier and control keys such as Ctrl, Alt, Esc, Arrow keys and (where present) the function keys F1-F12. Also + exempt are Space, Enter, Return, Tab, and the Delete key. +
    3. + +
  3. Hold the Shift key and press the same keys again. +
    4. + +
  4. Check whether a function has been triggered by pressing the keys
    5. + +
+
+
+

Expected Results

+

If step #4 is false then this failure condition applies and the content fails the + Success Criterion. +

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/failures/failure-concurrent-input-mechanisms-touch-or-mouse-keyboard.html b/wcag21/techniques/failures/failure-concurrent-input-mechanisms-touch-or-mouse-keyboard.html new file mode 100644 index 0000000..6b8515a --- /dev/null +++ b/wcag21/techniques/failures/failure-concurrent-input-mechanisms-touch-or-mouse-keyboard.html @@ -0,0 +1,194 @@ + + + + + failure-concurrent-input-mechanisms-touch-or-mouse-keyboard: Failure due to interactions being limited to touch-only on touchscreen devices + + + + + + + +

Failure due to interactions being limited to touch-only on touchscreen devices

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that include interactive controls (such as links, form inputs, or + complex custom widgets) and that can detect the presence of different input modalities. +

+

This technique is not referenced from any Understanding document.

+
+
+

Description

+

The objective of this Failure is to describe situations where users on devices that + have a touchscreen are unable to use other input modalities available to them (such + as an additional/external mouse or keyboard). +

+

There are various methods and heuristics for web content to determine if a user's + device has a touchscreen. However, even when a touchscreen is present, other input + modalities may be available to users. It is not necessarily the case that the user + will be interacting with the web content (exclusively, or at all) using the touchscreen. +

+

If, when a touchscreen is detected, web content is designed to be operated exclusively + through touch, these users will be unable to operate the content using their other + (possibly preferred) input mechanisms. +

+
+
+

Examples

+
+

Example 1: Only using touch-specific JavaScript event listeners when a touchscreen + is detected +

+

These types of approaches have historically been popular for "mobile" specific development, + to ensure that touchscreen interactions are more responsive and immediate (due to + the way that touch interactions used to add a delay of approximately 300ms between + a "tap" interaction and the generic click event being fired). + 


+/* inferring the presence of a touchscreen based on
+   support for the Touch Events API */
+
+if (window.TouchEvent || ('ontouchstart' in window)) {
+  /* set up event listeners for touch */
+  target.addEventListener('touchend', ...);
+  ...
+} else {
+  /* set up event listeners for mouse/keyboard */
+  target.addEventListener('click', ...);
+  ...
+}
+				

+/* inferring the presence of a touchscreen based on
+   the CSS Media Queries 4 Interaction Media Features
+   match for a "coarse" primary input mechanism */
+
+if (window.matchMedia && window.matchMedia("(pointer:coarse)").matches) {
+  /* set up event listeners for touch */
+  target.addEventListener('touchend', ...);
+  ...
+} else {
+  /* set up event listeners for mouse/keyboard */
+  target.addEventListener('click', ...);
+  ...
+}
+

Similarly, web content that omits relevant/necessary keyboard event listeners (e.g. + for the correct keyboard interaction with a complex widget, such as a tab interface) + when a touchscreen is detected - under the assumption that on a touch device, keyboard + support won't be necessary. + 


+/* inferring the presence of a touchscreen based on
+   the navigator.maxTouchPoints property defined in
+   the Pointer Events API */
+
+if (window.PointerEvent && ('maxTouchPoints' in navigator) &&
+    (navigator.maxTouchPoints > 0)) {
+	/* no need to listen to keyboard - there's a touchscreen... */
+	...
+} else {
+	/* set up event listeners for keyboard interactions */
+  target.addEventListener('keyup', ...);
+  ...
+}
+
+
Note
+

Generally, these approaches will also result in a failure of Success Criterion 2.1.1 Keyboard - but only in situations + where a touchscreen interface was also detected. +

+
+
+
+

Example 2: Hiding/omitting controls for mouse and keyboard users when a touchscreen + is detected +

+

Web content containing interactive widgets such as content carousels, with visible + buttons to operate the widget (such as previous/next buttons, or a visible scrollbar/slider). + These visible controls are hidden/omitted when a touchscreen is detected, under the + assumption that users will simply use touch gestures to operate the widgets, and no + other alternatives are then provided for keyboard or mouse users. + 


+/* using CSS Media Queries 4 Interaction Media Features
+   to hide particular elements in the page (such as a container
+   with visible controls) when a "coarse" primary input is present */
+
+@media (pointer: coarse) {
+  #widget .controls { display: none; }
+}
+

Depending on the specific implementation, authors may allow mouse interactions with + widgets that mirror touch gestures - for instance, allowing mouse users to also drag/swipe + carousels, rather than just relying on clickable previous/next controls or scrollbars. + In these cases, hiding controls when a touchscreen is detected will still allow users + to operate the widget with the mouse (unless this interaction has also been suppressed/omitted + when the touchscreen was detected, as per the previous example). However, if the only + keyboard-operable controls for the widget were hidden, and no alternative for keyboard + users was provided (such as allowing cursor key operation), this situation would still + fail Success Criterion 2.5.6. +

+
+
Note
+

Generally, these approaches will also result in a failure of Success Criterion 2.1.1 Keyboard and (depending on the touch gesture that the user is expected to perform) Success Criterion + 2.5.1 Pointer Gestures. +

+
+
+
+
+

Tests

+
+

Procedure

+
    + +
  1. Open the content on a device with a touchscreen and at least one additional input + modality - this includes touch-enabled laptops and touchscreen devices (smartphones + or tablets) with a paired external keyboard and mouse. +
    2. + +
  2. Check that all interactive controls can be operated using not only the touchscreen, + but also the additional input mechanisms (keyboard and mouse) +
    3. + +
  3. If the presence of the touchscreen caused interactive controls not to be displayed + (compared to the same content when viewed on a device without a touchscreen), check + that there are alternative controls/ways for users of other additional input mechanisms + to operate the content +
    4. + +
+
+
+

Expected Results

+
    + +
  • If checks #2 or #3 are false, the content fails the Success Criterion.
    • + +
+
+
+
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Setting the name property for a non-text object

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to show how non-text objects in Flash can be marked + so that they can be read by assistive technology. +

+

The Flash Player supports text alternatives to non-text objects using the name property in the accessibility object, which can be defined in ActionScript or within + Flash authoring tools. +

+

When an object contains words that are important to understanding the content, the + name property should include those words. This will allow the name property to play the same function on the page as the object. Note that it does not + necessarily describe the visual characteristics of the object itself but must convey + the same meaning as the object. +

+
+
+

Examples

+
+

Example 1: Applying a textual alternative for a symbol (graphic, button or movieclip)

+

The Flash Professional authoring tool's Accessibility panel lets authors provide + accessibility information to assistive technology and set accessibility options for + individual Flash objects or entire Flash applications. +

+
    + +
  1. For a text alternative to be applied to a non-text object, it must be saved as a symbol + in the movie's library. Note: Flash does not support text alternatives for graphic symbols. Instead, the graphic + must be converted to or stored in a movie clip or button symbol. +
    2. + +
  2. Bring up the Accessibility panel by selecting "Window > Other Panels > Accessibility" + in the application menu, or through the shortcut ALT + F11. Ensure that the 'Make + object accessible' checkbox is checked. +
    3. + +
  3. Select the non-text instance on the movie stage, the fields in the Accessibility panel + become editable. +
    4. + +
  4. Enter a meaningful text alternative in the 'name' field, properly describing the purpose + of the symbol. +
    5. + +
+
+ + + +
Figure 1The Accessibility panel in the Flash authoring environment.
+ + +
+
+
+

Example 2: Applying textual alternatives programmatically in ActionScript 2.0

+

To manage an object's text equivalent programmatically using ActionScript 2, the + _accProps object must be used. This references an object containing accessibility + related properties set for the object. The code example below shows a simple example + of how the _accProps object is used to set an objects name in ActionScript. + 

// 'print_btn' is an instance placed on the movie's main timeline
+_root.print_btn._accProps = new Object();
+_root.print_btn._accProps.name = "Print";
+
+

Example 3: Applying textual alternatives programmatically in ActionScript 3.0

+

To manage an object's text equivalents programmatically using ActionScript 3, the + AccessibilityProperties object and name property must be used. The code example below shows a simple example of how the + name property is used to set an objects name in ActionScript. + 

// 'print_btn' is an instance placed on the movie's main timeline
+print_btn.accessibilityProperties = new AccessibilityProperties();
+print_btn.accessibilityProperties.name = "Print";
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Publish the SWF file
    2. + +
  2. Open the SWF file in Internet Explorer 6 or higher (using Flash Player 6 or higher), + or Firefox 3 or higher (using Flash Player 9 or higher) +
    3. + +
  3. Use a tool which is capable of showing an object's name text alternative, such as + ACTF aDesigner 1.0 to open the Flash movie. +
    4. + +
  4. In the GUI summary panel, loop over each object which is contained by the Flash movie + and ensure the object that was provided a name has a proper name attribute appearing + in the tool's display. +
    5. + +
  5. Authors may also test with a screen reader, by reading the Flash content and listening + to hear that the equivalent text is read when tabbing to the non-text object (if + it is tabbable) or hearing the alternative text read when reading the content line-by-line. +
    6. + +
  6. All non-text objects have text equivalents that can serve the same purpose and convey + the same information as the non-text object +
    7. + +
+ +
+
+

Expected Results

+ +

Check #6 is true.

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH10.html b/wcag21/techniques/flash/FLASH10.html new file mode 100644 index 0000000..c54f070 --- /dev/null +++ b/wcag21/techniques/flash/FLASH10.html @@ -0,0 +1,128 @@ + + + + + FLASH10: Indicating required form controls in Flash + + + + + + + +

Indicating required form controls in Flash

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 3.3.2: Labels or Instructions (Sufficient as a way to meet G131: Providing descriptive labels). +

+
+
+

Description

+

The objective of this technique is to provide a clear indication that a specific + form control in a Web application or form is required for successful data submission. + The word "required" is added to the form control's accessible name, and a visual + indicator is placed next to the label. +

+
+
+

Examples

+
+

Example 1: Adding the word "required" to the control's accessible name

+

This example shows how to use the Accessibility panel to indicate a field as being + 'required' to users: +

+
    + +
  1. Visually, place asterisk character or some other indication adjacent to the form + control's label. +
    2. + +
  2. Use the Accessibility panel to combine the word "required" with the control's label + in the "Name" field. +
    3. + +
+

This approach is illustrated in the screenshot below:

+
+ + + +
Figure 1Using the Accessibility panel to indicate a form control as being required
+ + +
+

This is demonstrated in the working example of Adding the word "required" to the control's accessible name. The source of Adding the word "required" to the control's accessible name is available. +

+
+
+
+

Tests

+
+

Procedure

+ +

For each required form control within a Flash movie, confirm that:

+ +
    + +
  • The required state is indicated visually
    • + +
  • The required state is indicated textually using the 'Name' field in the Accessibility + panel +
    • + +
+ +
+
+

Expected Results

+ +
    + +
  • Each of the above is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH11.html b/wcag21/techniques/flash/FLASH11.html new file mode 100644 index 0000000..a893d0e --- /dev/null +++ b/wcag21/techniques/flash/FLASH11.html @@ -0,0 +1,169 @@ + + + + + FLASH11: Providing a longer text description of an object + + + + + + + +

Providing a longer text description of an object

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to a provide longer, more detailed textual information + for an image than would be suitable for the image's accessible name. An accessible + button is provided adjacent to the image that displays a new panel containing the + image's long description text. +

+
+
+

Examples

+
+

Example 1: Making a hidden description visible on request

+

In this example, an image containing statistical data is shown. The image is provided + a short textual alternative ("Graph of percentage of total U.S. noninsitutionalized + population age 16-64 declaring one or more disabilities"). Below the image, the + user can click a button that will overlay a long textual description of the statistical + information itself. When the button is clicked, the following actions are taken: + +

+
    + +
  • The MovieClip containing the long text description is made visible, and its AccessibilityProperties.silent property is set to false to make it visible to assistive technology. Its contents + are placed in the tab order. +
    • + +
  • The original image and button are temporarily hidden from assistive technology + and the tab order. +
    • + +
+

The image and descriptive text were taken from a previously published HTML example + for long image descriptions on WebAIM.org + +

+

The results for this technique are shown in the working version of Making a hidden description visible on request. The source of Making a hidden description visible on request is available. + 

import flash.accessibility. *;
+import fl.accessibility.ButtonAccImpl;
+import flash.system.Capabilities;
+
+ButtonAccImpl.enableAccessibility();
+
+//set accessibility properties
+graph_mc.accessibilityProperties = new AccessibilityProperties();
+graph_mc.accessibilityProperties.name = "Graph of percentage of total U.S. \ 
+  noninsitutionalized population age 16-64 declaring one or more disabilities";
+longDescBtn.accessibilityProperties = new AccessibilityProperties();
+longDesc_mc.accessibilityProperties = new AccessibilityProperties();
+longDesc_mc.accessibilityProperties.forceSimple = false;
+hideLongDesc();
+
+//set click handlers for button
+longDescBtn.addEventListener("click", function () {
+  showLongDesc()
+});
+longDesc_mc.longDescCloseBtn.addEventListener("click", function () {
+  hideLongDesc()
+});
+
+function showLongDesc() {
+  // hide the original content from screen readers
+  graph_mc.accessibilityProperties.silent = true;
+  graph_mc.tabEnabled = false;
+  graph_mc.alpha = 0.2;
+  longDescBtn.enabled = false;
+  longDescBtn.accessibilityProperties.silent = true;
+  longDesc_mc.accessibilityProperties.silent = false;
+  // make the long description panel visible, both visually and to screen readers
+  longDesc_mc.visible = true;
+  longDesc_mc.tabEnabled = true;
+  longDesc_mc.longDescTitle.stage.focus = longDesc_mc.longDescTitle;
+  if (Capabilities.hasAccessibility)
+  Accessibility.updateProperties();
+}
+
+function hideLongDesc() {
+  //do the opposite to what showLongDesc does
+  graph_mc.accessibilityProperties.silent = false;
+  graph_mc.tabEnabled = true;
+  graph_mc.alpha = 1;
+  longDescBtn.enabled = true;
+  longDescBtn.accessibilityProperties.silent = false;
+  longDesc_mc.visible = false;
+  longDesc_mc.accessibilityProperties.silent = true;
+  longDesc_mc.tabEnabled = false;
+  longDescBtn.stage.focus = longDescBtn;
+  if (Capabilities.hasAccessibility)
+  Accessibility.updateProperties();
+}
+
+
+ +
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH12.html b/wcag21/techniques/flash/FLASH12.html new file mode 100644 index 0000000..29b6724 --- /dev/null +++ b/wcag21/techniques/flash/FLASH12.html @@ -0,0 +1,211 @@ + + + + + FLASH12: Providing client-side validation and adding error text via the accessible description + + + + + + + +

Providing client-side validation and adding error text via the accessible description

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to validate user input as values are entered + for each field, by means of client-side scripting. If errors are found, a description + is added to the controls that have invalid data. Visually, the description will + be placed adjacent to the control. Additionally, the error message text is added + to the control's accessible description so that it is readable by assistive technology + when the control receives focus. +

+
+
+

Examples

+
+

Example 1: Validating a text field

+

In this example, a sample form is shown with two text fields ('name' and 'zip code'). + Both fields are required. When the form's submit button is pressed, the values of + the text fields will be validated. If a textfield contains an invalid value, an + _accProps object is created for the textfield, and its description property is set the error message. +

+
+
Note
+
+ +

Instead of using the accessible description, the error text can also be added to + the accessible name (_accProps.name), which is supported by a wider range of assistive technology than the _accProps.description property. +

+ +
+
+

ActionScript 2.0 Code

import flash.accessibility. *;
+import mx.accessibilty.ButtonAccImpl;
+import mx.controls.Alert;
+import mx.accessibility.AlertAccImpl;
+
+AlertAccImpl.enableAccessibility();
+ButtonAccImpl.enableAccessibility;
+
+resetTextFieldAccNames();
+Accessibility.updateProperties();
+
+submit_btn.addEventListener("click", handleClick);
+function handleClick(e) {
+  //reset values
+  resetTextFieldAccNames();
+  resetTextFieldAccDescriptions();
+  resetErrorLabels();
+  //perform validation
+  var errors =[];
+  if (name_txt.text == '')
+    errors.push([name_txt, "You must enter your name", name_error_lbl]);
+  if (zipcode_txt.text == '')
+    errors.push([zipcode_txt, "You must enter your zip code", zipcode_error_lbl]);
+  else if (zipcode_txt.text.length != 5 || isNaN(zipcode_txt.text))
+    errors.push([zipcode_txt, "Zip code must be 5 digits", zipcode_error_lbl]);
+  
+  //add validation error messages, if any
+  var field, errorMsg, errorLabel;
+  if (errors.length > 0) {
+    //loop over encountered errors
+    for (var i = 0; i < errors.length; i++) {
+      field = errors[i][0];
+      errorMsg = errors[i][1];
+      errorLabel = errors[i][2];
+      
+      updateAccDescription(field, "Warning: " + errorMsg);
+      errorLabel.text = errorMsg;
+    }
+  } else {
+    Alert.show("Form field values were entered correctly");
+  }
+  Accessibility.updateProperties();
+}
+
+function updateAccName(obj, newName: String) {
+  if (! obj._accProps)
+  obj._accProps = new Object();
+  obj._accProps.name = newName;
+}
+
+function updateAccDescription(obj, newDescription: String) {
+  if (! obj._accProps)
+  obj._accProps = new Object();
+  obj._accProps.description = newDescription;
+}
+
+function getAccName(obj) {
+  return obj._accProps? obj._accProps.name: "";
+}
+
+function resetTextFieldAccNames() {
+  updateAccName(name_txt, "name, required");
+  updateAccName(zipcode_txt, "zip code, required");
+}
+
+function resetTextFieldAccDescriptions() {
+  updateAccDescription(name_txt, "");
+  updateAccDesciption(zipcode_txt, "");
+}
+
+function resetErrorLabels() {
+  name_error_lbl.text = "";
+  zipcode_error_lbl.text = "";
+}

This approach is demonstrated in working version of Validating a text field. The source of Validating a text field is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

When a Flash movie provides interactive forms that can be submitted, confirm that: + +

+ +
    + +
  1. The validation warnings are placed next to the control visually.
    2. + +
  2. The validation warnings are added to the accessible name or description of each + control. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH13.html b/wcag21/techniques/flash/FLASH13.html new file mode 100644 index 0000000..e8c9874 --- /dev/null +++ b/wcag21/techniques/flash/FLASH13.html @@ -0,0 +1,202 @@ + + + + + FLASH13: Using HTML language attributes to specify language in Flash content + + + + + + + +

Using HTML language attributes to specify language in Flash content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to identify the default language of the Flash + content by providing the lang and/or xml:lang attribute on the HTML or object elements + for the page containing the Flash. The embedded Flash content will inherit the language + specified. If the entire web page uses the same language, the lang and/or xml:lang + attribute can be placed on the page's HTML element, as described in H57: Using the language attribute on the HTML element. +

+

Since Flash inherits the language from the HTML or object element, all text within + the Flash content is expected to be in that inherited language. This means that + it is possible to have a Flash object in the French language on a page that is primarily + in another language, or to have a page with multiple Flash objects, each in a + different language. It is not possible, however, to indicate changes in the human + language of content within a single Flash object using this technique. +

+
+
+

Examples

+
+

Example 1: Using the language of the page as whole in the embedded Flash

+

This example defined the content of the entire web page to be in the French language. + The Flash content will inherit the specified language from the HTML container. + 

<?xml version="1.0" encoding="UTF-8"?>
+<html lang="fr" xml:lang="fr" xmlns="http://www.w3.org/1999/xhtml">
+  <head>
+    <meta content="text/html; charset=iso-8859-1"
+      http-equiv="Content-Type"/>
+    <title>Flash Languages Examples - French</title>
+    <script src="swfobject.js" type="text/javascript"/>
+    <script type="text/javascript">
+    swfobject.registerObject("myMovie", "9.0.115", "expressInstall.swf");
+</script>
+  </head>
+  <body>
+    <object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000"
+      height="420" id="myMovie" width="780">
+      <param name="movie" value="myMovie.swf"/>
+      <!--[if !IE]>-->
+      <object data="languages.swf" height="420"
+        type="application/x-shockwave-flash" width="780">
+        <!--<![endif]-->
+        <!--[if !IE]>-->
+      </object>
+      <!--<![endif]-->
+    </object>
+  </body>
+</html>
+

This is demonstrated in the working example of Using the language of the page as whole in the embedded Flash. The source of Using the language of the page as whole in the embedded Flash is available. +

+
+
+

Example 2: Applying a language just to the embedded Flash

+

This example defines the content of a Flash movie to be in the French language. + The Flash movie is embedded using SWFObject's static publishing method. This means that there are two nested object elements, the outer to target Internet + Explorer, the Inner to target other browsers. For this reason the lang and xml:lang + attributes must be added twice. + 

<object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000"
+  height="420" id="myMovie" lang="fr" width="780" xml:lang="fr">
+  <param name="movie" value="myMovie.swf"/>
+  <!--[if !IE]>-->
+  <object data="languages.swf" height="420" lang="fr"
+    type="application/x-shockwave-flash" width="780" xml:lang="fr">
+    <!--<![endif]-->
+    <!--[if !IE]>-->
+  </object>
+  <!--<![endif]-->
+</object>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine the html element and the object element of the HTML document containing + the reference to the SWF. +
    2. + +
  2. Check that the human language of the Flash content is the same as the inherited + language for the object element as specified in HTML 4.01, Inheritance of language + codes +
    3. + +
  3. Check that the value of the lang attribute conforms to BCP 47: Tags for the Identification + of Languages or its successor and reflects the primary language used by the Flash + content. +
    4. + +
  4. Check that no changes in human language occur within the Flash content
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • For Success Criterion 3.1.1: Checks 1-3 are all true.
    • + +
  • For Success Criterion 3.1.2: Checks 1-4 are all true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH14.html b/wcag21/techniques/flash/FLASH14.html new file mode 100644 index 0000000..35a94ff --- /dev/null +++ b/wcag21/techniques/flash/FLASH14.html @@ -0,0 +1,179 @@ + + + + + FLASH14: Using redundant keyboard and mouse event handlers in Flash + + + + + + + +

Using redundant keyboard and mouse event handlers in Flash

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 2.1.1: Keyboard (Sufficient as a way to meet FLASH17: Providing keyboard access to a Flash object and avoiding a keyboard trap). +

+
+
+

Description

+

The objective of this technique is to demonstrate how to provide device independence + by providing equivalent event handlers in response to a mouse or focus event. Supporting + both mouse and keyboard events ensures that users will be able to perceive the same + information, regardless of the input device they used. If the event changes the + state of the control, it may be important to change the descriptive name of the + control in the event handlers. +

+
+
+

Examples

+
+

Example 1: Updating button text with multiple event handlers

+

In this example, a group of buttons is assigned the same event handlers for the + flash.events.FocusEvent.FOCUS_IN and flash.events.MouseEvent.MOUSE_OVER events. + When a button receives focus or is hovered over using a mouse, text describing the + button will be updated. + 

import fl.accessibility.ButtonAccImpl;
+import fl.controls.Button;
+import flash.accessibility. *
+import flash.events.FocusEvent;
+import flash.events.MouseEvent;
+import flash.net.navigateToURL;
+import flash.net.URLRequest;
+
+ButtonAccImpl.enableAccessibility();
+var states: Object = {
+  "Alabama": "Alabama is a state located in the southeastern region of the \
+    United States of America.",
+  "California": "California is the most populous state in the United States",
+  "New York": "New York is a state in the Mid-Atlantic and Northeastern \
+    regions of the United States"
+};
+
+var buttons: Array =[];
+var button: Button;
+var accProps: AccessibilityProperties;
+var count = 0;
+for (var i in states) {
+  button = new Button();
+  button.label = i;
+  button.addEventListener(MouseEvent.CLICK, clickHandler);
+  button.addEventListener(MouseEvent.MOUSE_OVER, highlightHandler);
+  button.addEventListener(MouseEvent.MOUSE_OUT, unHighlightHandler);
+  button.addEventListener(FocusEvent.FOCUS_IN, highlightHandler);
+  button.addEventListener(FocusEvent.FOCUS_OUT, unHighlightHandler);
+  accProps = new AccessibilityProperties();
+  accProps.description = states[i];
+  button.accessibilityProperties = accProps;
+  addChild(button);
+  button.x = 30
+  button.y = 30 + count * 30;
+  buttons[i] = button;
+  count++;
+}
+
+function highlightHandler(e) {
+  descText.text = states[e.target.label];
+}
+
+function unHighlightHandler(e) {
+  descText.text = "";
+}
+
+
+function clickHandler(e) {
+  var url: URLRequest = new URLRequest("http://www.wikipedia.org/wiki/" + e.target.label);
+  navigateToURL(url, "_self");
+}
+
Note
+
+ +

To improve accessibility for screen reader users, the descriptive text is also attached + to the buttons themselves as an accessible description. Also note that for button + components, the MouseEvent.CLICK event will fire on mouse clicks as well as when + the Enter key is pressed. +

+ +
+
+

This technique is illustrated in the working version of Updating button text with multiple event handlers. The source of Updating button text with multiple event handlers is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For all scripted event handlers in a Flash Movie,

+ +
    + +
  1. Confirm that event handlers are assigned for both mouse and keyboard events
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • The above is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH15.html b/wcag21/techniques/flash/FLASH15.html new file mode 100644 index 0000000..710db41 --- /dev/null +++ b/wcag21/techniques/flash/FLASH15.html @@ -0,0 +1,260 @@ + + + + + FLASH15: Using the tabIndex property to specify a logical reading order and a logical tab order + in Flash + + + + + + + + +

Using the tabIndex property to specify a logical reading order and a logical tab order + in Flash +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to control the Flash Movie's reading order and + tab order by assigning tabIndex values to its elements. +

+

The tab order is the order in which objects receive input focus when users press the + Tab key. The tab order does not necessarily contain the same elements as the reading + order does, as the reading order can also contain elements that are not focusable. + However, both the reading order and tab order can be controlled using tab index values. + +

+

Flash Player uses a default tab index order from left to right and top to bottom.

+

To create a custom reading order, assign a tab index value to every instance on the + stage, either through ActionScript or through the Accessibility panel. Create a tabIndex + value for every accessible object, not just the focusable objects. For example, dynamic + text must have tab indexes, even though a user cannot tab to dynamic text. +

+

You can create a custom tab-order index in the Accessibility panel for keyboard navigation + for the following objects: +

+
    + +
  • Dynamic text
    • + +
  • Input text
    • + +
  • Buttons
    • + +
  • Movie clips, including compiled movie clips
    • + +
  • Components
    • + +
  • Screens
    • + +
+

Tab focus occurs in numerical order, starting from the lowest index number. After + tab focus reaches the highest tab index, focus returns to the lowest index number. + When you move tab-indexed objects that are user-defined in your document, or to another + document, Flash retains the index attributes. Check for and resolve index conflicts + (for example, two different objects on the Stage with the same tab-index number). + If two or more objects have the same tab index in any given frame, Flash follows the + order in which the objects were placed on the Stage. +

+

To add a tabIndex value using the Accessibility panel, perform the following steps + for every accessible object on the stage: +

+
    + +
  1. Select the element by clicking on it.
    2. + +
  2. In the Accessibility panel, enter a numeric value in the "Tab index" field. The + value must be a positive integer (up to 65535) that reflects the order in which + the selected object should be read. Elements with higher tab index values will be + read after elements with lower values. If two or more objects have the same tab + index in any given frame, Flash follows the order in which the objects were placed + on the Stage. +
    3. + +
  3. To visualize the currently defined tab order, select View > Show Tab Order. Tab + index numbers for individual objects appear in the upper-left corner of the object. + +
    4. + +
+
+
Note
+
+ +

You can also use ActionScript code to create a tab-order index for keyboard navigation. + +

+ +
+
+

These steps are illustrated in the screenshots below

+
+ + + +
Figure 1visualizing the tab order
+ + +
+
+ + + +
Figure 2Setting a tab index value in the Accessibility panel
+ + +
+
+
Note
+
+ +

Flash Player no longer requires that you add all of the objects in a FLA file to + a list of tab index values. Even if you do not specify a tab index for all objects, + a screen reader reads each object correctly. +

+ +
+
+
+
+

Examples

+
+

Example 1: Using tabIndex to navigate a column structure

+

This example contains dynamic TextField instances that are grouped into columns. + To ensure the reading order follows the column structure. The TextField instances + are given a tab index value that corresponds to their textual content (for example, + the TextField containing the text "Sample Text 3" has a tabindex value of 3. Additionally, + a single TextField is added that has no tabindex value set. This field contains + the text "Not in tab order". Even though this field is visually placed between sample + text 2 and 3, it is placed at the end of the custom tab order because it is not + assigned a tabindex value. +

+

The results can be found in the working version of Using tabindex to navigate a column structure. The source of Using tabindex to navigate a column structure is available. +

+
+
+

Example 2: Controlling tab order in a two-column layout

+

This example contains a Flash based form that is laid out over two + columns. To make the tab order follow the column structure, each form + control is assigned a tab index value in the Accessibility panel. +

+

The results are shown in the working version of Controlling tab order in a two-column layout. The source of Controlling tab order in a two-column layout is available. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Use a screen reader to navigate through the Flash movie, one element at a time. + +
    2. + +
  2. Check that the order in which the screen reader announces the content, matches the + logical visual order. +
    3. + +
  3. When focus has been placed inside the Flash movie, press the Tab key repeatedly to + traverse its contents by keyboard. +
    4. + +
  4. Verify that all interactive and focusable elements are reachable by keyboard, in a + logical order. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH16.html b/wcag21/techniques/flash/FLASH16.html new file mode 100644 index 0000000..48bb44b --- /dev/null +++ b/wcag21/techniques/flash/FLASH16.html @@ -0,0 +1,135 @@ + + + + + FLASH16: Making actions keyboard accessible by using the click event on standard components + + + + + + + +

Making actions keyboard accessible by using the click event on standard components

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 2.1.1: Keyboard (Sufficient as a way to meet FLASH17: Providing keyboard access to a Flash object and avoiding a keyboard trap). +

+
+
+

Description

+

The objective of this technique is to demonstrate how to invoke a scripting function + in a way that is keyboard accessible by attaching it to keyboard-accessible, standard + Flash components provided by the Adobe Flash Professional authoring tool. In order + to ensure that scripted actions can be invoked from the keyboard, they are associated + with standard Flash components such as the Button component. The click event of + these components is device independent. While the "CLICK" event is a mouse event, + it is actually mapped to the default action of a button. The default action occurs + when the user clicks the element with a mouse, but it also occurs when the user + focuses the element and hits the space key, and when the element is triggered via + the accessibility API. +

+
+
+

Examples

+
+

Example 1: Click event on a button

+

This example shows a button that uses the MouseEvent.CLICK event to change its label. + This event will fire both on mouse click and when the space key is pressed + 

import fl.controls.Button;
+import fl.accessibility.ButtonAccImpl;
+
+ButtonAccImpl.enableAccessibility();
+
+var testBtn = new Button();
+testBtn.label = "click me";
+testBtn.addEventListener(MouseEvent.CLICK, clickHandler, false);
+addChild(testBtn);
+testBtn.x = testBtn.y = 10;
+
+function clickHandler(e) {
+  e.target.label = "Thanks";
+}

This approach is demonstrated in the working version of click event on a button. The source of click event on a button is available. +

+
+
+

Example 2: Pending example

wiki source for FLASH16
+
+ +
+

Tests

+
+

Procedure

+ +

When a Flash Movie contains interactive controls, confirm that:

+ +
    + +
  1. Standard Flash components are used for the controls
    2. + +
  2. The controls use the "click" event
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH17.html b/wcag21/techniques/flash/FLASH17.html new file mode 100644 index 0000000..bdbd1ea --- /dev/null +++ b/wcag21/techniques/flash/FLASH17.html @@ -0,0 +1,395 @@ + + + + + FLASH17: Providing keyboard access to a Flash object and avoiding a keyboard trap + + + + + + + +

Providing keyboard access to a Flash object and avoiding a keyboard trap

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to allow keyboard focus to move to and from Flash + content embedded in a web page. In browsers other than Internet Explorer, there + is a problem related to keyboard accessibility of embedded Flash content. The problem + is that, while both the Flash content and the HTML content around it may be keyboard + accessible, many browsers do not support moving keyboard focus between the Flash content + and HTML content without using a mouse. Once focus is placed inside the Flash + content, a keyboard user will be trapped there. Similarly, when focus is placed + somewhere else on the HTML content (outside the Flash content), it will be impossible + to move focus into the content. This technique is designed to let the Flash author + address this issue and provide support for moving focus between the Flash content + and the HTML content via the keyboard. +

+

This issue has been around for a long time, and is related to the way browsers implement + embedded plug-ins. Until this problem is fixed, it is up to the Flash developer + to come up with a work around. This technique is one of those workarounds. The approach + behind this technique is the following: +

+
    + +
  • Two 'neighbor' focusable HTML objects are identified for each Flash content in + the document (one before and one after the content). These elements can be any HTML + elements that are part of the web page's tab order (such as links and form controls). + +
    • + +
  • The Flash content object itself is added to the document tab order as well, making + it possible to tab into the content. +
    • + +
  • Inside the Flash content, the Flash Player maintains its own tab order. Normally, + when the start or end of the Flash tab order is reached (when tabbing through the + content), focus will wrap to the beginning or end of the content's tab order, and + it will not be possible to (shift) tab out of it. With this technique however, when + a 'focus wrap' is detected focus will instead be moved to the neighboring element + in the HTML tab order (allowing a keyboard user to 'break out' of the Flash tab + order). +
    • + +
+

When the SWFFocus class is imported into a Flash project, the following will happen: + +

+
    + +
  • + +

    A JavaScript <script> tag will be generated and added to the HTML document containing + the Flash content. This JavaScript code will: +

    + +
      + +
    • Set a tabIndex value of "0" on the <object> element of each Flash content found + in the page. This causes the Flash objects to become part of the tab order. +
      • + +
    • Optionally, create a hidden anchor element before and after the Flash content, + which is used by the SWFFocus class to move focus out of the Flash content back + into the HTML page. Alternatively, the developer can specify existing focusable + HTML elements as adjacent tab stops for the Flash content. +
      • + +
    • Set event handlers for the Flash content object, so that when it receives focus, + the SWFFocus class is notified to manage the content's internal tab order. +
      • + +
    + +
    • + +
  • The SWFFocus class monitors changes in focus within the Flash content. When a focus + wrap is detected in the content, a JavaScript function will be called to instead + move focus back to the neighboring HTML content. +
    • + +
+

As indicated above, there are two ways in which this technique can be used:

+
    + +
  1. + +

    Letting the SWFFocus class generate neighboring focusable elements in the HTML tab + order for each Flash content (demonstrated in example 1 below) +

    + +

    By default, the SWFFocus class will create a hidden link element before and after + an embedded Flash content. These elements are needed as 'anchor' to move focus to + when (shift) tabbing out of the Flash content. This approach is the easiest to implement, + as it does not require any additional work by the developer. The downside is that + the hidden links will clutter the HTML tab order with meaningless elements (although + these elements are only used as tab stops when tabbing _out of_ the Flash content, + not when tabbing _into_ it). Because of this, it is recommended to use the following + approach instead: +

    + +
    2. + +
  2. + +

    Explicitly identifying focusable HTML elements that come before and after the a + Flash content in the HTML tab order (demonstrated in example 2 below) +

    + +

    With this approach, the developer can use ID values to identify the elements that + come before and after the Flash content in the HTML tab order. This is done by setting + special class names on the Flash content's <object> element. This is the preferred + approach, as it does not cause an unnecessary cluttering of the tab order. However, + it does require more work and awareness by the developer (who has to manually set + ID values). Also, in some scenarios there simply may not be a next or previous focusable + element for a Flash content. +

    + +
    3. + +
+
+
+

Examples

+

The two examples below are shown in the working example of Preventing a keyboard trap in Flash content. The example html file has two Flash contents embedded in it. The first Flash content + is embedded with the approach described in example 1. The second example is embedded + with the approach described in example 2. The source of Preventing a keyboard trap in Flash content is available. The source zip file contains the SWFFocus class. +

+
+
Note
+
+ +

To run the example from a local drive (as opposed to running it from a web server), + the local directory needs to be added to Flash Player's security settings. +

+ +
+
+ +
+

Example 2: Explicitly identifying existing focusable html element

+

For a large part, this technique is the same as example 1 :

+
    + +
  • The dynamic loading approach by SWFObject is used to load the Flash content
    • + +
  • The SWFFocus class needs to be added to the content's sourcepath and initialized + in the Flash content +
    • + +
+

For more details about these steps, see example 1.

+

In this case however, special class names are added to the Flash content object. + These class names indicate the ID values of the elements previous and next of the + content in the HTML tab order. The class names are: +

+
    + +
  • 'swfPref-<previous ID>', where '<previous element>' should be the ID value of the + previous element in the tab order. +
    • + +
  • 'swfNext-<next ID>', where '<next element>' should be the ID value of the next + element in the tab order. +
    • + +
+

For example, the HTML code could look like this (notice the added class names on + the object tag): + 

<a href="http://www.lipsum.com/" id="focus1">test 1</a>
+<object class="swfPrev-focus1 swfNext-focus2"
+  data="keyboard_trap_fix_as3.swf" tabindex="0"
+  type="application/x-shockwave-flash"/>
+<a href="http://www.lipsum.com/" id="focus2">test 2</a>

Since this example uses SWFObject's dynamic loading, the class names will have to + be specified as attribute when SWFObject is initialized. This is demonstrated in + the code example below. +

+

HTML and Javascript Code Sample for Example 2 

<?xml version="1.0" encoding="UTF-8"?>
+<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" 
+  "https://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
+<html lang="en" xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">
+  <head>
+    <title>Keyboard Trap Fix Example </title>
+    <meta content="text/html; charset=utf-8" http-equiv="Content-Type"/>
+    <script src="swfobject_2_1.js" type="text/javascript"/>
+
+    <script type="text/javascript">
+      var flashvars = {};
+      var params = {};
+      params.scale = "noscale";
+      var attributes = {};
+      attributes.id = "FlashSample2SWF";
+      attributes.name = "FlashSample2SWF";
+      attributes["class"] = "swfPrev-focus1 swfNext-focus2";
+      swfobject.embedSWF("keyboard_trap_fix_as3.swf", "flashSample1", "150", 
+        "200", "9.0.0", "expressInstall.swf", flashvars, params, attributes);
+    </script>
+  </head>
+  <body>
+    <a href="http://www.lipsum.com/" id="focus1">lorem</a>
+    <p>The following Flash content uses existing links in the document
+      to move focus to when (shift) tabbing out of the Flash content.
+      The existing links are defined by placing special classnames on
+      the Flash object.</p>
+    <div id="flashSample2">
+      <a href="http://www.adobe.com/go/getflashplayer">
+        <img alt="Get Adobe Flash player"
+          src="http://www.adobe.com/images/shared/download_buttons/get_flash_player.gif"
+        />
+      </a>
+    </div>
+    <a href="http://www.lipsum.com/">lorem</a>
+  </body>
+</html>

Note: this example assumes that the focusable HTML elements exist and have an ID + value at the time SWFObject is called to insert the Flash content. However, in some + situations it is also possible that these elements do not yet exist when the Flash + content is created, or that the elements will be deleted dynamically at a later + point. If this happens, it is possible to reassign ID values for previous and next + focusable elements. To do this, call the SWFsetFocusIds() method on the Flash + content object, like so: + 

var o = document.getElementById("FlashSample1SWF");
+o.SWFsetFocusIds('prevId', 'nextId');

From that point on the updated IDs will be used to move focus to when tabbing out + of the Flash content. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +

For a Flash content on a web page:

+ +
    + +
  1. If possible, confirm that the source of the Flash content imports and initializes + the SWFFocus class +
    2. + +
  2. Press the tab key to move through tabbable items on the page
    3. + +
  3. Confirm that it is possible to tab into the Flash content
    4. + +
  4. Continue tabbing and confirm that it is possible to tab out of the flash content + +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks 3 and 4 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH18.html b/wcag21/techniques/flash/FLASH18.html new file mode 100644 index 0000000..26bf96f --- /dev/null +++ b/wcag21/techniques/flash/FLASH18.html @@ -0,0 +1,254 @@ + + + + + FLASH18: Providing a control to turn off sounds that play automatically in Flash + + + + + + + +

Providing a control to turn off sounds that play automatically in Flash

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.4.2: Audio Control (Sufficient). +

+
+
+

Description

+

The intent of this technique is to allow a user to turn off sounds that start automatically + when a Flash movie loads. The control to turn off the sounds should be located near + the beginning of the page to allow the control to be easily and quickly discovered + by users . This is useful for those who utilize assistive technologies (such as + screen readers, screen magnifiers, switch mechanisms, etc.) and those who may + not (such as those with cognitive, learning and language disabilities). +

+

In this technique, an author includes a control that makes it possible for users + to turn off any sounds that are played automatically. For maximum accessibility, + the control can be added to the HTML document rather than to the Flash movie. The + HTML control will communicate with the Flash movie through the ExternalInterface + class. This means that the user can control the sound playback without having + to interact with Flash content. If this is not practical, the control can be provided + within the Flash content, provided that the control is keyboard operable, located + early in the tab and reading order, and clearly labeled to indicate that it will + turn off the sounds that are playing. +

+
+
+

Examples

+
+

Example 1: Providing a button in the Flash to stop sound

+

This example demonstrates the addition of a button within the Flash movie to allow + the user to stop sounds from playing. A class called SoundHandler is created which + automatically starts playing an mp3 file when the movie loads. + 

package wcagSamples {
+  import flash.display.Sprite;
+  import flash.net.URLRequest;
+  import flash.media.Sound;
+  import flash.media.SoundChannel;
+  
+  import fl.controls.Button;
+  import fl.accessibility.ButtonAccImpl;
+  
+  import flash.events.MouseEvent;
+  public class SoundHandler extends Sprite {
+    private var snd: Sound = new Sound();
+    private var button: Button = new Button();
+    private var req: URLRequest = new URLRequest("http://av.adobe.com/podcast\
+      /csbu_dev_podcast_epi_2.mp3");
+    private var channel: SoundChannel = new SoundChannel();
+    
+    public function SoundHandler() {
+      ButtonAccImpl.enableAccessibility();
+      button.label = "Stop Sound";
+      button.x = 10;
+      button.y = 10;
+      button.addEventListener(MouseEvent.CLICK, clickHandler);
+      this.addChild(button);
+      snd.load(req);
+      channel = snd.play();
+    }
+    private function clickHandler(e: MouseEvent): void {
+      if (button.label == "Stop Sound") {
+        button.label = "Start Sound";
+        channel.stop();
+      } else {
+        channel = snd.play();
+        button.label = "Stop Sound";
+      }
+    }
+  }
+}

This is demonstrated in the working example of Providing a button in the Flash to stop sound. The source of Providing a button in the Flash to stop sound is available. +

+
+
+

Example 2: Providing a button in the HTML before the Flash object to stop sound

+

A class called SoundHandler is created which automatically starts playing an mp3 + file when the movie loads. An HTML button is placed in the HTML document containing + the Flash movie. When the button is clicked the action is communicated between the + HTML page and the Flash movie via the Flash Player JavaScript API, resulting in + the toggleSound method being called on the SoundHandler class. +

+

ActionScript 3.0 code for Example 2

package wcagSamples {
+  import flash.display.Sprite;
+  import flash.external.ExternalInterface;
+  import flash.net.URLRequest;
+  import flash.media.Sound;
+  import flash.media.SoundChannel;
+  
+  import flash.events.MouseEvent;
+  public class SoundHandler extends Sprite {
+    private var snd: Sound = new Sound();
+    private var soundOn: Boolean = true;
+    private var req: URLRequest = new URLRequest("http://av.adobe.com/podcast/\
+      csbu_dev_podcast_epi_2.mp3");
+    private var channel: SoundChannel = new SoundChannel();
+    
+    public function SoundHandler() {
+      if (ExternalInterface.available)
+      ExternalInterface.addCallback("toggleSound", this.toggleSound);
+      snd.load(req);
+      channel = snd.play();
+    }
+    
+    private function toggleSound(enable: Boolean): void {
+      if (! enable) {
+        channel.stop();
+        soundOn = true;
+      } else {
+        channel = snd.play();
+        soundOn = true
+      }
+    }
+  }
+}

HTML code for Example 2

<?xml version="1.0" encoding="UTF-8"?>
+<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" 
+  "https://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
+<html xmlns="http://www.w3.org/1999/xhtml">
+  <head>
+    <meta content="text/html; charset=UTF-8" http-equiv="Content-Type"/>
+    <title>Flash Sound Toggle example</title>
+    <script src="swfobject.js" type="text/javascript"/>
+    <script type="text/javascript">
+    function $(id) {
+        return document.getElementById(id);
+    }
+    
+    swfobject.embedSWF("html_control_to_toggle_audio_as3.swf", 
+      "flashPlaceHolder", "0", "0", "8");
+    function init() {
+            var soundOn = true;
+            $("soundToggle").onclick = function(event){
+                soundOn = !soundOn;
+                $("flashPlaceHolder").toggleSound(soundOn);
+                event.target.value = soundOn ? "Stop Sound" : "Start Sound";
+            };
+    }
+    window.onload = init;
+</script>
+
+  </head>
+  <body id="header">
+    <h1>Flash Automatic Sound Demo</h1>
+    <p>This page contains a Flash movie that automatically starts
+      playing sound. Use the button below to stop or start the
+      sound</p>
+    <input id="soundToggle" type="button" value="Stop Sound"/>
+    <p id="flashPlaceHolder">Flash needs to be installed for this
+      example to work</p>
+  </body>
+</html>
+

This is demonstrated in the working example of Providing a button in the HTML before the Flash object to stop + sound. The source of source of Providing a button in the HTML before the Flash object to stop sound is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For Flash movies that automatically start playing sound after loading:

+ +
    + +
  1. Confirm that an HTML control that conforms to WCAG 2.0 is placed at the beginning + of the document's tab order +
    2. + +
  2. If there is no HTML-based control, confirm that an accessible control is placed + at the beginning of the Flash movie's tab order. +
    3. + +
  3. Activate the HTML or Flash-based control
    4. + +
  4. Verify that audio playback stops
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 or #2 is true, and #4 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH19.html b/wcag21/techniques/flash/FLASH19.html new file mode 100644 index 0000000..7d59761 --- /dev/null +++ b/wcag21/techniques/flash/FLASH19.html @@ -0,0 +1,166 @@ + + + + + FLASH19: Providing a script that warns the user a time limit is about to expire and provides + a way to extend it + + + + + + + + +

Providing a script that warns the user a time limit is about to expire and provides + a way to extend it +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 2.2.1: Timing Adjustable (Sufficient). +

+
+
+

Description

+

The objective of this technique is to notify users that they are almost out of time + to complete an interaction. When scripts provide functionality that has time limits, + the script can include functionality to warn the user of imminent time limits and + provide a mechanism to request more time. 20 seconds or more before the time limit + occurs, the script provides a confirm dialog that states that a time limit is + imminent and asks if the user needs more time. If the user answers "yes" then the + time limit is reset. If the user answers "no" or does not respond, the time limit + is allowed to expire. +

+

This technique involves time limits set with the setTimeout() method. If, for example, + the time limit should be 60 seconds, you can set the time limit for 40 seconds (20 + seconds less than the desired timeout) and show a confirm dialog. The confirm dialog + sets a new timeout for the remaining 20 seconds. If the user requests more time, + a new timeout is set. However, if the 20-second "grace period time limit" expires + (meaning 60 seconds have now elapsed), the action appropriate for the expiry of + the 60 second time limit in the original design is taken. +

+
+
+

Examples

+
+

Example 1: Using ActionScript to offer a time limit extension before the timeout expires

+

This is a basic AS2 example of a time limit that can be extended by the user. An + alert is shown after 40 seconds of inactivity, warning that the session is about + to expire. The user is given 20 seconds to press the space bar or click on the "Yes" + button. Note that the 40 second duration would be insufficient for most tasks and + is artificially short for ease of demonstration. + 

import mx.controls.Alert;
+import flash.accessibility.Accessibility;
+
+mx.accessibility.AlertAccImpl.enableAccessibility();
+
+var sessionTimeout;
+var sessionNotificationTimeout;
+var timeLimit: Number = 60000;
+var sessionAlert: Alert;
+resetTimeout();
+
+testField.addEventListener("change", resetTimeout);
+
+function resetTimeout() {
+  clearTimeout(sessionTimeout);
+  clearTimeout(sessionNotificationTimeout);
+  sessionTimeout = setTimeout(endSession, timeLimit);
+  sessionNotificationTimeout = setTimeout(showTimeoutAlert, timeLimit - 20000);
+}
+
+function showTimeoutAlert() {
+  sessionAlert = Alert.show("Click the YES button to extend your session",
+  "Your login session is about to expire, do you need more time?",
+  Alert.YES | Alert.NO, null, handleAlertClick);
+}
+
+function endSession() {
+  sessionAlert.deletePopUp();
+  Alert.show("please log in again",
+  "Your session has expired");
+}
+
+function handleAlertClick(e) {
+  if (e && e.detail && e.detail == Alert.YES)
+  resetTimeout();
+}

For a demonstration, see a working example of Using ActionScript to offer a time limit extension before the timeout + expires. The source of Using ActionScript to offer a time limit extension before the timeout expires is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. load the page and start a timer that is 20 seconds less than the time limit.
    2. + +
  2. when the timer expires, check that a confirmation dialog is displayed warning of + the impending time limit and allows the user to extend the limit within 20 seconds. + +
    3. + +
+ +
+
+

Expected Results

+ +

Check #2 is true

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH2.html b/wcag21/techniques/flash/FLASH2.html new file mode 100644 index 0000000..522a97f --- /dev/null +++ b/wcag21/techniques/flash/FLASH2.html @@ -0,0 +1,226 @@ + + + + + FLASH2: Setting the description property for a non-text object in Flash + + + + + + + +

Setting the description property for a non-text object in Flash

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a long text alternative that serves + the same purpose and presents the same information as the original non-text content + when a short text alternative is not sufficient. +

+

The Flash Player supports long text alternatives to non-text objects, which can be + defined in ActionScript or within Flash authoring tools using the description property, as indicated in the examples below. +

+
+
+

Examples

+
+

Example 1: Applying a Description for a symbol (graphic, button or movieclip)

+

The Flash Professional authoring tool's Accessibility panel lets authors provide + accessibility information to assistive technology and set accessibility options for + individual Flash objects or entire Flash applications. +

+
    + +
  1. For a text alternative to be applied to a non-text object, it must be saved as a + symbol in the movie's library. Note: Flash does not support text alternatives for graphic symbols. Instead, the graphic + must be converted to or stored in a movie clip or button symbol. +
    2. + +
  2. Bring up the Accessibility panel by selecting "Window > Other Panels > Accessibility" + in the application menu, or through the shortcut ALT + F11. Ensure that the 'Make + object accessible' checkbox is checked. +
    3. + +
  3. Select the non-text instance on the movie stage, the fields in the Accessibility + panel become editable. +
    4. + +
  4. Enter a description describing the non-text object's contents concisely. For example, + a diagram could have a 'name' identifying what information the diagram conveys, while + the 'Description' field lists this information in full detail. Alternatively, for + an animation which is part of an instructional movie about car repairs the name could + be: 'how to replace a flat tire', while the long description describes each step + of the process in greater detail. +
    5. + +
+

+ Important: Only use the 'Description' field if a short text alternative is not sufficient to + describe the objects purpose. Otherwise, leave the 'Description' field empty. +

+
+ + + +
Figure 1The Accessibility panel in the Flash authoring environment.
+ + +
+
+
+

Example 2: Applying Description programmatically in ActionScript 2.0

+

To manage an object's text equivalents programmatically using ActionScript, the _accProps object must be used. This references an object containing accessibility related + properties set for the object. The code example below shows a simple example of how + the _accProps object is used to set an objects name and description in ActionScript. +

+

A chart showing sales for October has a short text alternative of "October sales + chart". The long description would provide more information, as shown in the code + below. + 

// 'chart_mc' is an instance placed on the movie's main timeline
+_root.chart_mc._accProps = new Object();
+_root.chart_mc._accProps.name = "October Sales Chart";
+_root.chart_mc._accProps.description = "Bar Chart showing sales for October.\
+  There are 6 salespersons.Maria is highest with 349 units.Frances is next\
+  with 301.Then comes Juan with 256, Sue with 250, Li with 200 and Max\
+  with 195.The primary use of the chart is to show leaders, so the description\
+  is in sales order.";
+
+

Example 3: Applying Description programmatically in ActionScript 3.0

+

To manage an object's text equivalents programmatically using ActionScript, the AccessibilityProperties object must be used. The code example below shows a simple example of how the AccessibilityProperties object used to set an objects name and description in ActionScript. +

+

A chart showing sales for October has a short text alternative of "October sales + chart". The long description would provide more information, as shown in the code + below. + 

// 'chart_mc' is an instance placed on the movie's main timeline
+chart_mc.accessibilityProperties = new AccessibilityProperties();
+chart_mc.accessibilityProperties.name = "October Sales Chart";
+chart_mc.accessibilityProperties.description = "Bar Chart showing sales for October.\
+  There are 6 salespersons.Maria is highest with 349 units.Frances is next\
+  with 301.Then comes Juan with 256, Sue with 250, Li with 200 and Max\
+  with 195.The primary use of the chart is to show leaders, so the description\
+  is in sales order.";
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Publish the SWF file
    2. + +
  2. Open the SWF file in Internet Explorer 6 or higher (using Flash Player 6 or higher), + or Firefox 3 or higher (using Flash Player 9 or higher) +
    3. + +
  3. Use a tool which is capable of showing an object's long description, such as ACTF + aDesigner 1.0 to open the Flash movie. +
    4. + +
  4. In the GUI summary panel, loop over each object which is contained by the Flash + movie and ensure the object that was provided a description has a proper description + value appearing in the tool's display. +
    5. + +
  5. Authors may also test with a screen reader, by reading the Flash content and listening + to hear that the description is read when tabbing to the non-text object (if it is + tabbable) or hearing the alternative text read when reading the content line-by-line. + +
    6. + +
  6. All non-text objects have text equivalents that can serve the same purpose and convey + the same information as the non-text object. +
    7. + +
+ +
+
+

Expected Results

+ +

#6 is true.

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH20.html b/wcag21/techniques/flash/FLASH20.html new file mode 100644 index 0000000..cef855f --- /dev/null +++ b/wcag21/techniques/flash/FLASH20.html @@ -0,0 +1,330 @@ + + + + + FLASH20: Reskinning Flash components to provide highly visible focus indication + + + + + + + +

Reskinning Flash components to provide highly visible focus indication

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 2.4.7: Focus Visible (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to allow the author to use ActionScript and component + skins to apply a strong visual indication when a component receives focus. In this + particular technique, both the component's background color and border will change. + When the component loses focus, it returns to its normal styling. +

+

The visual highlights will be applied by switching some of the component's skin + parts. The Standard Flash components each have their own set of skins that make + up the component's visual appearance. Each part is represented by a MovieClip which + can be edited or replaced in order to customize how the component looks. The most + relevant skin for this technique is the focusRectSkin skin, which is shared by + all components. By default this skin applies a subtle visual highlight when the + component receives focus. +

+

This technique can be applied through the following steps:

+
    + +
  1. Create a customized version of focusRectSkin.
    2. + +
  2. Use scripting to associate the component with the customized skin.
    3. + +
+

There are two ways to customize a skin:

+
    + +
  1. + +

    Duplicating Existing Skin

    + +

    With this approach you create a copy of the existing focusRect skin for modification. + You will manually have to apply the skin for each individual component instance + (as indicated in step 5 below). +

    + +
      + +
    1. Drag the components you want to style to the stage. This will ensure the appropriate + component related skins are added to the movie's library. +
      2. + +
    2. Open the Library panel, and navigate to the "Component Assets > Shared" folder. + +
      3. + +
    3. Right-click (or Ctrl-click on a Mac) on the focusRectSkin MovieClip, and choose + "Duplicate" from the context menu. +
      4. + +
    4. Edit the visual border in the skin's MovieClip. For example, the focus rectangle + can be made thicker to stand out more (This step is illustrated in the screenshot + below this list). +
      5. + +
    5. Using ActionScript, associate form component instances with your customized version + of focusRectSkin. This can be achieved using the setStyle method. +
      6. + +
    + +
    + + + +
    Figure 1Editing a duplicate of focusRectSkin
    + + +
    + +
    2. + +
  2. + +

    Modifying Existing Skin

    + +

    With this approach, the original focusRect skin is modified. This means that the + changes you make will be applied to the visual focus indication of _every_ focusable + component. +

    + +
      + +
    1. Drag the components you want to style to the stage. This will ensure the appropriate + component related skins are added to the movie's library. +
      2. + +
    2. Open the Library panel, and navigate to the "Component Assets > Shared" folder. + +
      3. + +
    3. Open the focusRectSkin MovieClip for editing by double clicking on it.
      4. + +
    4. Edit the visual border in the skin's MovieClip. For example, the focus rectangle + can be made thicker to stand out more. +
      5. + +
    + +
    +
    Note
    +
    + +

    With this approach you will override the existing skin. If you don't want this, + follow the "Duplicate Existing Skin" approach instead. +

    + +
    +
    + +
    3. + +
+

The focusRect skin applies to all focusable Flash components. If you want to modify + other highlights (for example highlights that occur when hovering over a component + with the mouse), you will have to edit component specific skins individually. For + example, to edit the mouseover highlights for the checkbox component, you will have + to modify or duplicate both Checkbox_overIcon and Checkbox_selectedOverIcon. Similarly, + for the Button component you will have to modify the Button_over skin. +

+

Also, keep in mind that the existing skins are automatically applied on certain + events (focus, mouseover, etc.). It is however also possible to manually switch + a skin at a moment of your own choosing (e.g. to indicate invalid content for a + text field). this can also be achieved this by calling the setStyle method. +

+
+
+

Examples

+
+

Example 1: A thick blue border to indicate focus

+

The code below shows an example where form component instances are associated with + a modified version of the focusRectSkin MovieClip. The result is that the components + receive a thick blue border rather than the default thin border Flash provides. + The code makes a reference to a modified skin called Focus_custom, which has been + added to the movie's library in advance. +

+

Note that the custom version of focusRectSkin also sets a transparent yellow background + to increase the visual highlight further. Components such as Buttons and checkboxes + will show this background, but TextInput components will not. To ensure the yellow + background will still be applied to the TextInput instance, the following workaround + is applied: +

+
    + +
  1. A duplicate version of the TextInput "normal" skin (which can be found in the library + at "Component Asssets > TextInputSkins > TextInput_upSkin") is created and edited + to show a yellow background. +
    2. + +
  2. FocusIn, FocusOut, MouseOver and MouseOut handlers are assigned to the TextInput + instance, which temporarily swap the default "normal" skin with the custom "normal" + skin while the component is focused or hovered over. +
    3. + +
+

Additionally, the button_over skin is duplicated and modified to change the default + mouseover highlights for the button component instance. The checkbox_overIcon and + checkbox_selectedOverIcon skins are directly modified, which means those changes + will be applied to all checkbox instances. +

+

The result of this technique can be found in the working version of A thick blue border to indicate focus. +

+

Code for Example 1 (ActionScript 3.0)

package wcagSamples {
+  import fl.accessibility.ButtonAccImpl;
+  import fl.accessibility.CheckBoxAccImpl;
+  import fl.controls.CheckBox;
+  import fl.controls.Button;
+  import fl.controls.Label;
+  import fl.controls.TextInput;
+  import flash.display.Sprite;
+  import flash.events.FocusEvent;
+  import flash.events.MouseEvent;
+  
+  public class FocusStyler extends Sprite {
+    public function FocusStyler() {
+      ButtonAccImpl.enableAccessibility()
+      CheckBoxAccImpl.enableAccessibility()
+      
+      var lbl1: Label = new Label();
+      lbl1.text = "name";
+      lbl1.x = lbl1.y = 20;
+      addChild(lbl1);
+      
+      var txt1: TextInput = new TextInput();
+      txt1.x = 60;
+      txt1.y = 20;
+      txt1.width = 200;
+      txt1.addEventListener(FocusEvent.FOCUS_IN, handleFocusIn);
+      txt1.addEventListener(FocusEvent.FOCUS_OUT, handleFocusOut);
+      txt1.addEventListener(MouseEvent.MOUSE_OVER, handleFocusIn);
+      txt1.addEventListener(MouseEvent.MOUSE_OUT, handleFocusOut);
+      txt1.setStyle("focusRectSkin", "focus_custom");
+      addChild(txt1);
+      
+      var chk1: CheckBox = new CheckBox();
+      chk1.label = "Check Me";
+      chk1.x = 60;
+      chk1.y = 70;
+      chk1.setStyle("focusRectSkin", "focus_custom");
+      addChild(chk1);
+      
+      var btn1: Button = new Button();
+      btn1.label = "Click Me";
+      btn1.x = 60;
+      btn1.y = 110;
+      btn1.setStyle("focusRectSkin", "focus_custom");
+      btn1.setStyle("overSkin", "Button_over_custom");
+      addChild(btn1);
+    }
+    
+    private function handleFocusIn(event) {
+      event.currentTarget.setStyle("upSkin", "TextInput_upSkin_custom");
+    }
+    
+    private function handleFocusOut(event) {
+      event.currentTarget.setStyle("upSkin", "TextInput_upSkin");
+    }
+  }
+}

This is demonstrated in working version of A thick blue border to indicate focus. The source of working version of A thick blue border to indicate focus is available. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

When a Flash movie contains focusable components, confirm that:

+ +
    + +
  1. The visual highlight is applied by modifying the component's skins
    2. + +
  2. A visual highlight is shown when the components receive focus
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH21.html b/wcag21/techniques/flash/FLASH21.html new file mode 100644 index 0000000..0824068 --- /dev/null +++ b/wcag21/techniques/flash/FLASH21.html @@ -0,0 +1,182 @@ + + + + + FLASH21: Using the DataGrid component to associate column headers with cells + + + + + + + +

Using the DataGrid component to associate column headers with cells

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The intent of this Technique is to ensure that information and relationships that + are implied visually by data tables are also made available programmatically. Specifically, + the association between table column headers and their corresponding cells must + be exposed to assistive technology. In Flash, the DataGrid component can be used + to achieve this. When accessibility is enabled for the DataGrid component, Flash + will automatically prepend the column name in front of each cell value when exposing + the grid row's accessible name to assistive technology. For example, the row in + the screenshot below would be announced by a screen reader as "Row 6 of 13 Name + Patty Crawford Bats L Throws L Year Jr Home Whittier, CA". +

+
+
Note
+
+ +

The DataGrid component in Flash only supports column headings, not row headings. + +

+ +
+
+
+ + + + +
Figure 1screenshot of highlighted row in grid component
+ + +
+
+
+

Examples

+
+

Example 1: A statistical data table

+

In this example, statistical data is used as data provider for a dynamically created + DataGrid component. The lines import fl.accessibility.DataGridAccImpl; DataGridAccImpl.enableAccessibility(); + are required to enable accessibility for the Datagrid Component. + 

import fl.accessibility.DataGridAccImpl;
+DataGridAccImpl.enableAccessibility();
+
+import fl.data.DataProvider;
+bldRosterGrid(aDg);
+var aRoster: Array = new Array();
+aRoster = [ {
+  Name: "Wilma Carter", Bats: "R", Throws: "R", Year: "So", Home: "Redlands, CA"}, {
+  Name: "Sue Pennypacker", Bats: "L", Throws: "R", Year: "Fr", Home: "Athens, GA"}, {
+  Name: "Jill Smithfield", Bats: "R", Throws: "L", Year: "Sr", Home: "Spokane, WA"}, {
+  Name: "Shirley Goth", Bats: "R", Throws: "R", Year: "Sr", Home: "Carson, NV"}, {
+  Name: "Jennifer Dunbar", Bats: "R", Throws: "R", Year: "Fr", Home: "Seaside, CA"}, {
+  Name: "Patty Crawford", Bats: "L", Throws: "L", Year: "Jr", Home: "Whittier, CA"}, {
+  Name: "Angelina Davis", Bats: "R", Throws: "R", Year: "So", Home: "Odessa, TX"}, {
+  Name: "Maria Santiago", Bats: "L", Throws: "L", Year: "Sr", Home: "Tacoma, WA"}, {
+  Name: "Debbie Ferguson", Bats: "R", Throws: "R", Year: "Jr", Home: "Bend, OR"}, {
+  Name: "Karen Bronson", Bats: "R", Throws: "R", Year: "Sr", Home: "Billings, MO"}, {
+  Name: "Sylvia Munson", Bats: "R", Throws: "R", Year: "Jr", Home: "Pasadena, CA"}, {
+  Name: "Carla Gomez", Bats: "R", Throws: "L", Year: "Sr", Home: "Corona, CA"}, {
+  Name: "Betty Kay", Bats: "R", Throws: "R", Year: "Fr", Home: "Palo Alto, CA"}
+];
+aDg.dataProvider = new DataProvider(aRoster);
+aDg.rowCount = aDg.length;
+
+function bldRosterGrid(dg: DataGrid) {
+  dg.setSize(400, 300);
+  dg.columns =[ "Name", "Bats", "Throws", "Year", "Home"];
+  dg.columns[0].width = 120;
+  dg.columns[1].width = 50;
+  dg.columns[2].width = 50;
+  dg.columns[3].width = 40;
+  dg.columns[4].width = 120;
+  dg.move(50, 50);
+};

This is demonstrated in the working version of A statistical data table. The source of A statistical data table is available. +

+
+
+
+

Tests

+
+

Procedure

+ +

For Flash content that contains tabular data:

+ +
    + +
  1. Open the SWF file in Internet Explorer 6 or higher (using Flash Player 6 or higher), + or Firefox 3 or higher (using Flash Player 9 or higher) +
    2. + +
  2. Use a tool which is capable of showing an object's accessibility name, such as + ACTF aDesigner 1.0 to open the Flash movie. +
    3. + +
  3. In the GUI summary panel, inspect the accessibility name for the DataGrid rows + and cells to ensure that the heading data is presented in conjunction with the data + cell data. +
    4. + +
  4. Authors may also test with a screen reader, by reading the Flash content and listening + to hear that the heading and data cell data are read when reading the DataGrid. + +
    5. + +
  5. Authors may also verify in the Flash authoring tool that the DataGrid component + is used to structure the data and that the DataGrid has been made accessible using + the DataGridAccImpl.enableAccessibility method. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check 3, 4, or 5 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH22.html b/wcag21/techniques/flash/FLASH22.html new file mode 100644 index 0000000..57c2701 --- /dev/null +++ b/wcag21/techniques/flash/FLASH22.html @@ -0,0 +1,167 @@ + + + + + FLASH22: Adding keyboard-accessible actions to static elements + + + + + + + +

Adding keyboard-accessible actions to static elements

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 2.1.1: Keyboard (Sufficient as a way to meet FLASH17: Providing keyboard access to a Flash object and avoiding a keyboard trap). +

+
+
+

Description

+

The objective of this technique is to demonstrate how to provide keyboard + access to a Flash MovieClip that is not keyboard accessible by default. + This technique ensures that the element is focusable by setting the + tabEnabled property, and it ensures that the action can be triggered + from the keyboard by providing a keydown handler in addition to a click + handler. +

+
+
+

Examples

+
+

Example 1: MovieClip used as a button

+

In this example, a custom MovieClip is used as a button. To make it + keyboard accessible, the MovieClip is placed in the tab order using + the tabEnabled. Additionally, redundant event handlers are added so + that the custom button responds to both a mouse click and a space bar + keypress. Finally, the custom button is provided an accessible name + using the MovieClip's AccessibilityProperties object. This makes the + button's label perceivable by assistive technology. +

+

This result can be viewed in the working + version of MovieClip used as a button. The source of MovieClip used as a button is available. +

+
+
Note
+
+ +

Using a generic MovieClip is generally not recommended, since + the custom button will be perceived as a focusable graphic rather than + a button. Instead, a better approach would be to use the standard Flash + Button component, or create a new symbol with a type of "button". +

+ +
+ 
import flash.accessibility. *
+import flash.events.KeyboardEvent;
+import flash.events.MouseEvent;
+import flash.net.navigateToURL;
+import flash.net.URLRequest;
+
+testMC.tabEnabled = true;
+updateAccName(testMC);
+testMC.addEventListener(MouseEvent.CLICK, clickHandler, false);
+testMC.addEventListener(KeyboardEvent.KEY_DOWN, keyDownHandler);
+
+updateAccName(testMC);
+
+function clickHandler(e) {
+  testMC.labelText.text = "THANKS";
+  updateAccName(testMC);
+}
+
+function keyDownHandler(e) {
+  if (e.keyCode == 32)
+  clickHandler(e);
+}
+
+function updateAccName(mc: MovieClip) {
+  if (! mc.accessibilityProperties)
+  mc.accessibilityProperties = new AccessibilityProperties();
+  mc.accessibilityProperties.name = mc.labelText.text;
+  Accessibility.updateProperties();
+}
+
+ +
+

Tests

+
+

Procedure

+ +

When a Flash Movie contains generic MovieClip instances that are used + as interactive controls, confirm that: +

+ +
    + +
  1. The MovieClip instance has its tabEnabled property set to true +
    2. + +
  2. The MovieClip instance has event handlers for both mouse and keyboard events
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH23.html b/wcag21/techniques/flash/FLASH23.html new file mode 100644 index 0000000..d8a827b --- /dev/null +++ b/wcag21/techniques/flash/FLASH23.html @@ -0,0 +1,164 @@ + + + + + FLASH23: Adding summary information to a DataGrid + + + + + + + +

Adding summary information to a DataGrid

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to provide a brief overview of + how data has been organized into a DataGrid or a brief explanation + of how to navigate the grid. +

+

As Flash does not provide a summary attribute, this descriptive text + will be added to the DataGrid's accessible desription instead. This + approach will make the summary information available to people who + use screen readers; the information is not displayed visually. +

+

The summary is useful when the table has a complex structure (for + example, when there are several sets of row or column headers, or when + there are multiple groups of columns or rows). The summary may also + be helpful for simple data tables that contain many columns or rows + of data. +

+
+
+

Examples

+
+

Example 1: Adding a summary to a DataGrid in the Accessibility control panel

+

This is an example of a DataGrid being added to the stage in Flash + Professional from the Components panel. The description field is used + in the Accessibility control panel in Flash to serve as the summary + information for the DataGrid. +

+
    + +
  1. Create a new Flash file (.fla) or open an existing one to put + a DataGrid into. +
    2. + +
  2. Open the Flash components panel from the Window menu
    3. + +
  3. Drag a DataGrid component onto the stage and position as desired.
    4. + +
  4. Select the DataGrid component and add the summary information + to the description field for DataGrid, using the Accessibility control + panel. +
    5. + +
+
+
+

Example 2: Adding a summary to a DataGrid with ActionScript 3

+

This is a basic AS3 example of a DataGrid component that has summary + text added as its accessible description. + 

import fl.accessibility.DataGridAccImpl;
+import fl.controls.DataGrid;
+import fl.controls.Label;
+import fl.data.DataProvider;
+import flash.accessibility.Accessibility;
+import flash.accessibility.AccessibilityProperties;
+import flash.system.Capabilities;
+
+DataGridAccImpl.enableAccessibility();
+
+createGrid();
+
+//set the summary text as accessible description
+var accProps: AccessibilityProperties = new AccessibilityProperties();
+accProps.description = "The first column shows the player's name," +
+  "the second and third column shows the player's gaming statistics." +
+  "the fourth column shows the player's year as FR (Freshman), JR (junior) or SO (Sophomore)." +
+  "The fifth column shows the player's home city and state";
+aDg.accessibilityProperties = accProps;
+if (Capabilities.hasAccessibility)
+Accessibility.updateProperties();
+
+function createGrid() {
+  
+  //create and add the components
+  var aDg: DataGrid = new DataGrid();
+  addChild(aDg);
+  aDg.move(50, 50);
+  bldRosterGrid(aDg);
+  
+  var aRoster: Array = new Array();
+  aRoster =[ {
+    Name: "Wilma Carter", Bats: "R", Throws: "R", Year: "So", Home: "Redlands, CA"
+  }, {
+    Name: "Sue Pennypacker", Bats: "L", Throws: "R", Year: "Fr", Home: "Athens, GA"
+  }, {
+    Name: "Jill Smithfield", Bats: "R", Throws: "L", Year: "Sr", Home: "Spokane, WA"
+  }, {
+    Name: "Betty Kay", Bats: "R", Throws: "R", Year: "Fr", Home: "Palo Alto, CA"
+  },];
+  aDg.dataProvider = new DataProvider(aRoster);
+  aDg.rowCount = aDg.length;
+}
+
+function bldRosterGrid(dg: DataGrid) {
+  dg.setSize(400, 300);
+  dg.columns =[ "Name", "Bats", "Throws", "Year", "Home"];
+  dg.columns[0].width = 120;
+  dg.columns[1].width = 50;
+  dg.columns[2].width = 50;
+  dg.columns[3].width = 40;
+  dg.columns[4].width = 120;
+};

For a demonstration, see the working version of Adding a summary to a DataGrid with ActionScript 3. The source of Adding a summary to a DataGrid with ActionScript 3 is available. +

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH24.html b/wcag21/techniques/flash/FLASH24.html new file mode 100644 index 0000000..68f9c86 --- /dev/null +++ b/wcag21/techniques/flash/FLASH24.html @@ -0,0 +1,169 @@ + + + + + FLASH24: Allowing the user to extend the default time limit + + + + + + + +

Allowing the user to extend the default time limit

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 2.2.1: Timing Adjustable (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow the user to extend the + default time limit by providing a mechanism to extend the time when + scripts provide functionality that has default time limits. In order + to allow the user to request a longer time limit, the script can provide + a form (for example) allowing the user to enter a larger time limit + or indicating that more time is needed. +

+
+
+

Examples

+
+

Example 1: Changing timeout with a dropdown list

+

This is a basic AS2 example where the timeout duration can be changed + by the user through a dropdown list. In this example there is a combobox + with the instance name sessionLimitDuration. + 

import mx.controls.Alert;
+import mx.accessibility.AlertAccImpl;
+import mx.accessibility.ComboBoxAccImpl;
+
+ComboBoxAccImpl.enableAccessibility();
+AlertAccImpl.enableAccessibility();
+
+var sessionTimeout;
+var sessionNotificationTimeout;
+var timeLimit: Number;
+var sessionAlert: Alert;
+
+adjustTimeoutDuration();
+// reset the timeout when interaction occurs
+testField.addEventListener("change", resetTimeout);
+
+//
+//update limit duration when the combobox value changes
+//
+sessionLimitDuration.addEventListener("change", adjustTimeoutDuration);
+
+function adjustTimeoutDuration(e) {
+  timeLimit = sessionLimitDuration.value * 1000;
+  resetTimeout();
+  timeoutDescription.text = "A session timeout will be simulated after " + 
+    sessionLimitDuration.selectedLabel + " without interaction in the form field below."
+}
+
+function resetTimeout() {
+  clearTimeout(sessionTimeout);
+  sessionTimeout = setTimeout(endSession, timeLimit);
+}
+
+function endSession() {
+  sessionAlert.deletePopUp();
+  Alert.show("please log in again",
+  "Your session has expired");
+}

For a demonstration, see the working + version of Changing timeout with a dropdown list. The source of Changing timeout with a dropdown list is available. Please note that the session times are + purposefully short for demonstration purposes, developers will + want to provide durations that are sufficient to meet the requirements + of Success + Criterion 2.2.1 (Timing Adjustable) . +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For Flash content that include a time limit:

+ +
    + +
  1. Check that there is a control to adjust the time limit near the + top of the page that allows the user to adjust the time to at least + ten times longer than the default. +
    2. + +
  2. Verify that the default time limit for the page is long enough + that a user can easily navigate to the control even if they are 10 + times slower than most users. +
    3. + +
+ +
+
+

Expected Results

+ +

The above is true

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH25.html b/wcag21/techniques/flash/FLASH25.html new file mode 100644 index 0000000..3007ebd --- /dev/null +++ b/wcag21/techniques/flash/FLASH25.html @@ -0,0 +1,256 @@ + + + + + FLASH25: Labeling a form control by setting its accessible name + + + + + + + +

Labeling a form control by setting its accessible name

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide an accessible name to + the built in form components provided by Flash. Some components, such + as radio buttons, checkboxes and buttons, have their own label property. + For other components, the developer needs to specify the component's + label text as accessible name. This can be either be achieved through + the Accessibility panel (for components placed on the stage during + authoring) or through scripting (for components that are dynamically + created at runtime). +

+

ActionScript 2

+

In ActionScript 2 the accessible name needs to be set on a component's + _accProps property. This property must be an object. If the property + has not been set yet, the developer needs to create a custom object + and assign it to the _accProps property. The object itself can have + several accessibility related properties, one of them being _accProps.name, + which specifies the accessible name. When an _accProps property is + updated, the developer must call Accessibility.UpdateProperties() for + the changes to take effect. Before calling Accessibility.UpdateProperties(), + it is recommended to check the System.capabilities.hasAccessibility + flag. this will prevent an error on environments that do not support + MSAA. +

+

ActionScript 2 provides the following accessible components:

+
    + +
  • SimpleButton
    • + +
  • CheckBox
    • + +
  • RadioButton
    • + +
  • Label
    • + +
  • TextInput
    • + +
  • TextArea
    • + +
  • ComboBox
    • + +
  • ListBox
    • + +
  • Window
    • + +
  • Alert
    • + +
  • DataGrid
    • + +
+

ActionScript 3

+

In ActionScript 3 the accessible name needs to be set on a component's + accessibilityProperties property. This property must be an instance + of flash.accessibility.AccessibilityProperties. If the property has + not been set yet, the developer needs to create the a new AccessibilityProperties + instance and assign it to the accessibilityProperties property. The + object itself can have several accessibility related properties, one + of them being accessibilityProperties.name which specifies the accessible + name. When an accessibilityProperties property is updated, the developer + must call flash.accessibility.Accessibility.UpdateProperties() for the + changes to take effect. Before calling Accessibility.UpdateProperties(), + it is recommended to check the flash.system.capabilities.hasAccessibility + flag. this will prevent an error on environments that do not support + MSAA. +

+

ActionScript 3 provides the following accessible components.

+
    + +
  • Button
    • + +
  • CheckBox
    • + +
  • ComboBox
    • + +
  • List
    • + +
  • RadioButton
    • + +
  • TileList
    • + +
+
+
+

Examples

+
+

Example 1: Setting a component's accessible name using the Accessibility panel

+

To add and label a component control, follow these steps:

+
    + +
  1. From the 'Components' panel, drag the component on to the stage, + or use scripting to create a new instance. +
    2. + +
  2. With the newly created component instance selected, enter its + label text in the Accessibility Panel's Name field. +
    3. + +
+
+
+

Example 2: Setting the accessible name through ActionScript 2.0

+

The code example below shows how a ListBox component is created and assigned an accessible + name. + 

mx.accessibility.ListAccImpl.enableAccessibility();
+
+this.createClassObject(mx.controls.List, "my_list", 1);
+my_list.addItem({label: "R. Davis", data: 1});
+my_list.addItem({label: "V. Mann", data: 2});
+my_list.addItem({label: "L. Heart", data: 3});
+my_list.addItem({label: "P. Hill", data: dt4});
+my_list.addItem({label: "D. Gribble", data: 5});
+my_list.move(10, 10);
+
+if (System.capabilities.hasAccessibility) {
+  my_list._accProps = new Object();
+  my_list._accProps.name = "Staff Members";
+  Accessibility.updateProperties();
+}

This result can be viewed in the working version of Setting the accessible name through ActionScript 2.0. The source of Setting the accessible name through ActionScript 2.0 is available. +

+
+
+

Example 3: Setting the accessible name through ActionScript 3.0

+

The code example below shows how a ListBox component is created and assigned an accessible + name. + 

import fl.controls.List;
+import fl.accessibility.ListAccImpl;
+import flash.system.Capabilities;
+import flash.accessibility.*;
+
+ListAccImpl.enableAccessibility();
+var my_list:List = new List();
+my_list.addItem({label:"R. Davis", data:1});
+my_list.addItem({label:"V. Mann", data:2});
+my_list.addItem({label:"L. Heart", data:3});
+my_list.addItem({label:"P. Hill", data:4});
+my_list.addItem({label:"D. Gribble", data:5});
+my_list.x = my_list.y = 10;
+
+if (Capabilities.hasAccessibility) {
+  var accProps:AccessibilityProperties = new AccessibilityProperties();
+  accProps.name = "Staff Members";
+  my_list.accessibilityProperties = accProps;
+  Accessibility.updateProperties();
+}
+addChild(my_list);

This result can be viewed in the working version of Setting the accessible name through ActionScript 3.0. The source of Setting the accessible name through ActionScript 3.0 is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For Flash movies that contain form components, confirm that either:

+ +
    + +
  1. The selected component's label text is specified in the Accessibility + Panel's "name" field. +
    2. + +
  2. In ActionScript 2.0: Scripting is used to dynamically set the + component's _accProps.name property +
    3. + +
  3. In ActionScript 3.0: Scripting is used to dynamically set the + component's accessibilityProperties.name property +
    4. + +
+ +
+
+

Expected Results

+ +

One of the above is true

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH26.html b/wcag21/techniques/flash/FLASH26.html new file mode 100644 index 0000000..5482601 --- /dev/null +++ b/wcag21/techniques/flash/FLASH26.html @@ -0,0 +1,233 @@ + + + + + FLASH26: Applying audio descriptions to Flash video + + + + + + + +

Applying audio descriptions to Flash video

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Flash CS3 and higher
    • + +
  • ActionScript 3.0 and higher
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide a way for people + who are blind or otherwise have trouble seeing the video in + audio-visual material to be able to access the material. With + this technique a description of the video is provided via audio + description that will fit into the gaps in the dialogue in + the audio-visual material. +

+
+
+

Examples

+
+

Example 1: Playing descriptions when cue points are reached

+

In this example, the FLVPlayback component is used to create + a video player. A custom class called "AudioDescriptions" is + added to manage the playback of extended audio descriptions. + This class provides event listeners to listen for cue points + in the media that have been identified by the audio description + provider. When these cuepoints are reached, an mp3 file containing + the corresponding description will start playing. The recorded + descriptions have been timed to fit with in the gaps in the + movie's dialog. +

+

By default, audio descriptions will be enabled. A button (which + must itself be accessible to meet other success criteria) is + provided below the video player that allows the user to turn + audio descriptions on or off. + 

package {
+  import fl.video. *;
+  import flash.events. *;
+  import flash.media.Sound;
+  import flash.media.SoundChannel;
+  import flash.net.URLRequest;
+  import flash.display.Sprite;
+  
+  public class AudioDescriptions extends Sprite {
+    private var channel: SoundChannel = new SoundChannel;
+    private var myPlayer: FLVPlayback;
+    private var _enabled: Boolean = true;
+    private var _toggleBtn: Button;
+    private var snd: Sound = new Sound();
+    public function AudioDescriptions() {
+      // point myPlayer to the FLVPlayback component instance on the stage, 
+      // which should be loaded with a valid video source.
+      myPlayer = my_FLVPlybk;
+      // add cue points. When any of these are reached, the 
+      // MetadataEvent.CUE_POINT event will fire
+      myPlayer.addASCuePoint(8.35, "ASpt1");
+      myPlayer.addASCuePoint(23.23, "ASpt2");
+      
+      enable();
+      
+      enable_AD_btn.addEventListener(MouseEvent.CLICK, handleBtnClick);
+    }
+    
+    private function handleBtnClick(e) {
+      _enabled = ! _enabled;
+      if (! _enabled) {
+        disable();
+        enable_AD_btn.label = "Enable Audio Descriptions";
+      } else {
+        enable();
+        enable_AD_btn.label = "Disable Audio Descriptions";
+      }
+    }
+    
+    public function enable() {
+      // set up an event handler which will be called each time a cue point is reached
+      myPlayer.addEventListener(MetadataEvent.CUE_POINT, cp_listener);
+    }
+    
+    public function disable() {
+      // remove the event handler called each time a cue point is reached, so 
+      // that audio description is disabled.
+      myPlayer.removeEventListener(MetadataEvent.CUE_POINT, cp_listener);
+    }
+    
+    private function cp_listener(eventObject: MetadataEvent): void {
+      snd = new Sound();
+      //recreate sound object as it can only load one mp3 file
+      //check to see which cue point was reached
+      switch (eventObject.info.name) {
+        case "ASpt1":
+        snd.load(new URLRequest("sphere.mp3"));
+        //create a new Sound object, and load the appropriate mp3
+        channel = snd.play();
+        // play the audio description, and assign it to the SoundChannel object
+        break;
+        case "ASpt2":
+        snd.load(new URLRequest("transfrm.mp3"));
+        channel = snd.play();
+        break;
+      }
+    }
+  }
+}

The result can be viewed in the working version of Playing descriptions when cue points are reached. The source of Playing descriptions when cue points are reached is available. +

+
+
+

Example 2: Providing an additional audio track for descriptions

+

Audio description can also be provided via an additional audio + track that is the same length and plays simultaneously as the + primary media, but that only includes sound for the segments + when audio description needs to be played and silence at other + times. A Flash author can provide a toggle to turn this additional + audio track on or off, based on the listener's preference. + When the additional track is enabled, there are two parallel + audio tracks, one being the primary audio, and the second being + the one containing only audio description. It is still necessary + to ensure that the audio description and primary audio do not + overlap in ways that make comprehension difficult. This method + will achieve the same result as the method used in Example + 1, but may be chosen because of the type of audio description + files that are provided to the Flash author. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

When Flash content contains video with an audio soundtrack, + confirm that: +

+ +
    + +
  1. Audio descriptions have been made available using separate + sound files. +
    2. + +
  2. A button is provided that allows users to enable or disable + the audio descriptions +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH27.html b/wcag21/techniques/flash/FLASH27.html new file mode 100644 index 0000000..d9197f9 --- /dev/null +++ b/wcag21/techniques/flash/FLASH27.html @@ -0,0 +1,184 @@ + + + + + FLASH27: Providing button labels that describe the purpose of a button + + + + + + + +

Providing button labels that describe the purpose of a button

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to describe the purpose + of a button by providing descriptive text as the button's accessible + name. The description lets a user distinguish this button from + other buttons in the Flash movie and helps the user determine + whether to activate the button. An empty string is not sufficient + as a button's accessible name. +

+

For buttons with text labels, the label text will be used + as a buttons accessible name. If a button is image based and + does not have a text label, the button's accessible name will + have to be set separately using the Accessibility panel or + through scripting. +

+
+
+

Examples

+
+

Example 1: Using the label property to describe the button's purpose

import fl.controls.Button;
+import fl.accessibility.ButtonAccImpl;
+
+ButtonAccImpl.enableAccessibility();
+
+var myButton:Button = new Button();
+myButton.label = "View Items in Cart";
+
+
+

Example 2: Using scripting to set the accessible name for an image button using Actionscript + 3.0 +

+

In this example, the button's label property is deliberately set to an empty string. To be perceivable to assistive technology, + the button's accessibilityProperties.name property is set. + 

import fl.controls.Button;
+import fl.accessibility.ButtonAccImpl;
+import flash.accessibility.*;
+import flash.system.Capabilities;
+ButtonAccImpl.enableAccessibility();
+
+var soundIsMuted = false;
+var myButton:Button = new Button();
+myButton.setStyle("icon", unmuted);
+myButton.label = "";
+myButton.x = myButton.y = 10;
+myButton.width = myButton.height = 50;
+updateAccName(myButton, "mute sound");
+myButton.setStyle("icon", unmuted);
+myButton.addEventListener(MouseEvent.CLICK, handleBtnClick);
+addChild(myButton);
+
+function handleBtnClick(e) {
+  soundIsMuted = !soundIsMuted;
+  myButton.setStyle("icon", soundIsMuted ? muted : unmuted);
+  updateAccName(myButton, soundIsMuted ? "unmute sound" : "mute sound");
+}
+
+function updateAccName(obj, newName:String) {
+  if (!obj.accessibilityProperties)
+    obj.accessibilityProperties = new AccessibilityProperties();
+  obj.accessibilityProperties.name = newName;
+  if (Capabilities.hasAccessibility)
+    Accessibility.updateProperties();
+}
+
+ +
+

Tests

+
+

Procedure

+ +

For each button in the Flash movie that uses this technique:

+ +
    + +
  1. Check that the button's label text correctly describes + the button's purpose +
    2. + +
  2. If a button does not have a text label, confirm that descriptive + text has been added as the button's accessible name. +
    3. + +
  3. If a button contains both label text and an accessible + name, confirm that the combination of the two makes sense + as a description for the button's purpose. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1, #2, and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH28.html b/wcag21/techniques/flash/FLASH28.html new file mode 100644 index 0000000..2035991 --- /dev/null +++ b/wcag21/techniques/flash/FLASH28.html @@ -0,0 +1,183 @@ + + + + + FLASH28: Providing text alternatives for ASCII art, emoticons, and leetspeak in Flash + + + + + + + +

Providing text alternatives for ASCII art, emoticons, and leetspeak in Flash

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

ASCII characters, emoticons, and leetspeek are sometimes used + and present accessibility challenges since the meaning is conveyed + through the visual appearance of groupings of individual characters. +

+

In Flash, such groupings of characters can be made accessible + by wrapping them in a MovieClip, and providing an accessible + name. It is crucial that the forceSimple property for the + MovieClip is set to true also. This will hide the actual ASCII + characters from assistive technology. +

+
+
+

Examples

+
+

Example 1: Providing a text alternative for ASCII art in the Accessibility control + panel +

+

This example contains words written in ASCII art using leetspeek + (the text says "WCAG 2 rulez"). To make this text + accessible, the following steps are followed: +

+
    + +
  1. Place the ASCII characters in a MovieClip instance
    2. + +
  2. + +

    Select the MovieClip instance containing the text, and + make the following changes in the Accessibility panel: +

    + +
      + +
    • Add a meaningful text alternative for the ASCII art, + without leetspeak (such as "WCAG 2 RULEZ"). +
      • + +
    • Uncheck the "Make child objects accessible" checkbox, + so that the ASCII characters will not be read by screen + readers +
      • + +
    + +
    3. + +
+

These steps are ilustrated in the screenshot below:

+
+ + + +
Figure 1Adding text alternative for ASCII art using the Accessibility panel
+ + +
+
+
+

Example 2: Providing a text alternative for ASCII art using ActionScript

+

This example is the same as example 1, except using ActionScript + instead of the Accessibility control panel in the Flash Professional + authoring tool. +

+
    + +
  1. Place the ASCII characters in a MovieClip instance
    2. + +
  2. Provide an instance name for the MovieClip instance (e.g. myASCII)
    3. + +
  3. Set the accessible name for the MovieClip and set the + forceSimple property to true to hide the text inside the + MovieClip. +
    4. + + 
// 'myASCII' is a MovieClip instance placed on the movie's main timeline
+myASCII.accessibilityProperties = new AccessibilityProperties();
+myASCII.accessibilityProperties.name = "WCAG 2 Rulez";
+myASCII.accessibilityProperties.forceSimple = true;
+

This technique is demonstrated in the working version of Providing a text alternative for ASCII art using ActionScript. The source of Providing a text alternative for ASCII art using ActionScript is available. +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Publish the SWF file
    2. + +
  2. Use a tool which is capable of showing an object's name + to open the Flash movie. +
    3. + +
  3. Locate the ASCII grouping, leet speak, or emoticon and + verify in the tool that the accessibility name represents + the same information. +
    4. + +
  4. Authors may also test with a screen reader, by reading + the Flash content and listening to hear that the equivalent + text is read when tabbing to the non-text object (if it is + tabbable) or hearing the alternative text read when reading + the content line-by-line. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • #3 or #4 above is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH29.html b/wcag21/techniques/flash/FLASH29.html new file mode 100644 index 0000000..db8efd1 --- /dev/null +++ b/wcag21/techniques/flash/FLASH29.html @@ -0,0 +1,239 @@ + + + + + FLASH29: Setting the label property for form components + + + + + + + +

Setting the label property for form components

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to explicitly associate a form + component with its label text by setting the component's label property. + Setting this property will visually place a label next to the component, + and exposes the label text to assistive technology. +

+

Components that support the label property are: +

+ +

For other components, the label text has to placed adjacent to the + form component manually. For these components, the label text can be + associated with the form component using one of these approaches: +

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

Examples

+

In order for these form controls to be accessible to assistive + technology, the following lines of code will have to be added once + to the movie's script: +

+

When the Button component is used:

+

+ import fl.accessibility.ButtonAccImpl; + ButtonAccImpl.enableAccessibility(); + +

+

When the RadioButton component is used:

+

+ import fl.accessibility.RadioButtonAccImpl; + RadioButtonAccImpl.enableAccessibility(); + +

+

When the CheckBox component is used:

+

+ import fl.accessibility.CheckBoxAccImpl; + CheckBoxAccImpl.enableAccessibility(); + +

+
+

Example 1: Setting the label using the Component Inspector panel

+
    + +
  1. Add the Button, CheckBox or RadioButton component to the movie + by dragging it on the stage from the 'Components' panel. +
    2. + +
  2. With the component selected, open the 'Component Inspector' panel + by selecting it in the 'Window' menu or using the Shift + F7 shortcut. +
    3. + +
  3. In the Component Inspector, under the 'Parameters' tab, enter + the label text for the 'label' parameter. +
    4. + +
+

The screenshot below illustrates this technique.

+
+ + + +
Figure 1Setting a component's label in the Component Inspector Panel
+ + +
+
+
+

Example 2: Setting the label on a Button, CheckBox and RadioButton component using + ActionScript 3.0 + 

import fl.accessibility.ButtonAccImpl
+import fl.accessibility.CheckBoxAccImpl
+import fl.accessibility.RadioButtonAccImpl
+import fl.controls.Button;
+import fl.controls.CheckBox;
+import fl.controls.RadioButton;
+
+ButtonAccImpl.enableAccessibility();
+var myButton: Button = new Button();
+myButton.label = "Submit Details";
+myButton.x = 10;
+myButton.y = 10
+addChild(myButton);
+
+CheckBoxAccImpl.enableAccessibility();
+var myCheckBox: CheckBox = new CheckBox();
+myCheckBox.label = "notify me";
+myCheckBox.x = 10;
+myCheckBox.y = 40
+addChild(myCheckBox);
+
+RadioButtonAccImpl.enableAccessibility();
+var myRadioButton: RadioButton = new RadioButton();
+myRadioButton.label = "Male";
+myRadioButton.x = 10;
+myRadioButton.y = 60;
+addChild(myRadioButton);

This technique is demonstrated in the working example of Setting the label on a Button, CheckBox and RadioButton component + using ActionScript 3.0. The source of Setting the label on a Button, CheckBox and RadioButton component using + ActionScript 3.0 is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

When the Button, CheckBox or RadioButton components are used:

+ +
    + +
  1. confirm that labels describing the purpose of the button have + been provided through the component's label property. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  1. #1 is true
    2. + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH3.html b/wcag21/techniques/flash/FLASH3.html new file mode 100644 index 0000000..d20bd23 --- /dev/null +++ b/wcag21/techniques/flash/FLASH3.html @@ -0,0 +1,175 @@ + + + + + FLASH3: Marking objects in Flash so that they can be ignored by AT + + + + + + + +

Marking objects in Flash so that they can be ignored by AT

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to show how images can be marked so that they can + be ignored by Assistive Technology. +

+

The Flash Player supports the ability for authors to control which graphics appear + to assistive technologies using the silent property of the accessibility object, as indicated in the examples below. +

+
+
+

Examples

+
+

Example 1: Hiding a graphic in the Flash Professional authoring tool

+

The Flash Professional authoring tool's Accessibility panel lets authors provide + accessibility information to assistive technology and set accessibility options for + individual Flash objects or entire Flash applications. +

+
    + +
  1. To apply changes to accessibility properties for a graphic, it must be saved as a + symbol in the movie's library. Note: Flash does not support text alternatives for graphic symbols. Instead, the graphic + must be converted to or stored in a movie clip or button symbol. +
    2. + +
  2. Bring up the Accessibility panel by selecting "Window > Other Panels > Accessibility" + in the application menu, or through the shortcut ALT + F11. +
    3. + +
  3. Select the graphic object
    4. + +
  4. If the 'Make object accessible' checkbox in the Accessibility control panel is checked, + uncheck this option to remove the graphic from the accessiblity information conveyed + to assistive technologies. +
    5. + +
+
+
+

Example 2: Applying textual alternatives programmatically in ActionScript 2.0

+

To manage an object's text equivalents programmatically using ActionScript, the _accProps property must be used. This references an object containing accessibility related + properties set for the object. The code example below shows a simple example of how + the _accProps property is used to remove an object from the accessibility information for the + movie using ActionScript. + 

// 'decorative_mc' is an instance placed on the movie's main timeline
+_root.decorative_mc._accProps = new Object();
+_root.decorative_mc._accProps.silent = true;
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Publish the SWF file
    2. + +
  2. Open the SWF file in Internet Explorer 6 or higher (using Flash Player 6 or higher), + or Firefox 3 or higher (using Flash Player 9 or higher) +
    3. + +
  3. Use a tool which is capable of showing an object's accessibility information, such + as ACTF aDesigner 1.0 to open the Flash movie. +
    4. + +
  4. In the GUI summary panel, loop over each object which is contained by the Flash + movie and ensure the object that was designed to be hidden does not appear in the + tool's display. +
    5. + +
  5. Authors may also test with a screen reader, by reading the Flash content and listening + to hear that object is not mentioned when the page is read. +
    6. + +
  6. Non-text objects that are coded to be hidden from assistive technologies are not + available to assistive technology. +
    7. + +
+ +
+
+

Expected Results

+ +

Check #6 is true.

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH30.html b/wcag21/techniques/flash/FLASH30.html new file mode 100644 index 0000000..9669731 --- /dev/null +++ b/wcag21/techniques/flash/FLASH30.html @@ -0,0 +1,172 @@ + + + + + FLASH30: Specifying accessible names for image buttons + + + + + + + +

Specifying accessible names for image buttons

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

For image based Button components the accessible name needs to be + set to provide a functional label. This label indicates the button's + function, but does not attempt to describe the image. The label is + especially important if there are multiple buttons on the page that + each lead to different results. +

+

The accessible name for a button may need to be updated if the button + changes during the use of the Flash movie. +

+
+
+

Examples

+
+

Example 1: Accessible name for a simple image button

+

In this example, an icon based button is given an accessible name + through scripting. When the button is clicked a web page is opened. + 

//provide text equivalent for image button
+this.check_btn.accessibilityProperties = new AccessibilityProperties();
+this.check_btn.accessibilityProperties.name = "Check page validation";
+
+//set up event listener and function to navigate to URL
+
+this.check_btn.addEventListener(MouseEvent.CLICK, onClickHandler);
+
+function onClickHandler(e: MouseEvent): void {
+  var btn = e.target;
+  var url: String = "http://validator.w3.org";
+  var request: URLRequest = new URLRequest(url);
+  navigateToURL(request, '_blank');
+}

The result is demonstrated in the working version of Accessible name for a simple image button. The source of Accessible name for a simple image button is available. +

+
+
+

Example 2: Accessible name for a dynamic image button

import fl.controls.Button;
+import fl.accessibility.ButtonAccImpl;
+
+ButtonAccImpl.enableAccessibility();
+
+var soundIsMuted = false;
+var myButton: Button = new Button();
+myButton.label = "";
+myButton.x = myButton.y = 10;
+myButton.width = myButton.height = 50;
+updateAccName(myButton, "mute sound");
+myButton.setStyle("icon", unmuted);
+myButton.addEventListener(MouseEvent.CLICK, handleBtnClick);
+addChild(myButton);
+
+function handleBtnClick(e) {
+  soundIsMuted = ! soundIsMuted;
+  myButton.setStyle("icon", soundIsMuted? muted: unmuted);
+  updateAccName(myButton, soundIsMuted? "unmute sound": "mute sound");
+}
+
+function updateAccName(obj, newName: String) {
+  if (! obj.accessibilityProperties)
+  obj.accessibilityProperties = new AccessibilityProperties();
+  obj.accessibilityProperties.name = newName;
+  if (Capabilities.hasAccessibility)
+  Accessibility.updateProperties();
+}

The result is demonstrated in the working version of Accessible name for a dynamic image button. The source of Accessible name for a dynamic image button is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

When a Flash Movie contains image based buttons, confirm that:

+ +
    + +
  1. An accessible name is provided for the button that describes the + button's action +
    2. + +
  2. If the button's action changes (for example when it is clicked) + the accessible name changes correspondingly +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH31.html b/wcag21/techniques/flash/FLASH31.html new file mode 100644 index 0000000..a1470b0 --- /dev/null +++ b/wcag21/techniques/flash/FLASH31.html @@ -0,0 +1,231 @@ + + + + + FLASH31: Specifying caption text for a DataGrid + + + + + + + +

Specifying caption text for a DataGrid

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to programmatically associate captions + for DataGrids where captions are provided in the presentation. Normally, + the caption for a table is a table identifier and acts like a title + or heading for the table. +

+

Flash does not have a caption element for the DataGrid component, + but the same effect can be achieved through the following approach: +

+
    + +
  1. Place a label component or textfield above the DataGrid, containing + the grid's caption text. +
    2. + +
  2. Duplicate the caption text and add it as the grid's accessible + name. This can either be achieved by setting a value to the grid's "name" field + in the Accessibility panel or by setting the grid's AccessibilityProperties.name + property. +
    3. + +
+
+
+

Examples

+
+

Example 1: Associating a label with a DataGrid

+

This is an example of a DataGrid being added to the stage in Flash + Professional from the Components panel. A label element is also added + from the Components panel to contain the caption text and the caption + text is used in the Accessibility control panel in Flash to serve as + the accessibility name for the DataGrid. +

+
    + +
  • Create a new Flash file (.fla) or open an existing one to put + a DataGrid into. +
    • + +
  • Open the Flash components panel from the Window menu
    • + +
  • Drag a DataGrid component onto the stage and position as desired.
    • + +
  • Drag a label component onto the stage and position as desired.
    • + +
  • Add text to the label component.
    • + +
  • Select the DataGrid component and add the same text as is used + in the label component to the name field for DataGrid, using the + Accessibility control panel. +
    • + +
+
+
+

Example 2: Associating a caption with a DataGrid using ActiveScript 3

+

This is a basic AS3 example of a DataGrid generated through scripting. + Additionally a label element is created, containing the caption text, + and the caption text is added to the grid as an accessible name. + 

import fl.accessibility.DataGridAccImpl;
+import fl.controls.DataGrid;
+import fl.controls.Label;
+import fl.data.DataProvider;
+import flash.accessibility.Accessibility;
+import flash.accessibility.AccessibilityProperties;
+import flash.system.Capabilities;
+
+// enable accessibility for the DataGrid
+DataGridAccImpl.enableAccessibility();
+
+createGrid();
+
+// set the data grid caption text
+var gridCaptionText: String = "Game Results";
+gridCaption.text = gridCaptionText;
+//add the caption text as the DataGrid's accessible name
+var accProps: AccessibilityProperties = new AccessibilityProperties();
+accProps.name = gridCaptionText;
+aDg.accessibilityProperties = accProps;
+if (Capabilities.hasAccessibility)
+Accessibility.updateProperties();
+
+function createGrid() {
+  
+  //create and add the components
+  var aDg: DataGrid = new DataGrid();
+  var gridCaption: Label = new Label();
+  addChild(aDg);
+  addChild(gridCaption);
+  aDg.move(50, 50);
+  gridCaption.move(50, 20);
+  
+  var captionFormat: TextFormat = new TextFormat();
+  captionFormat.size = 24;
+  gridCaption.setStyle("textFormat", captionFormat);
+  gridCaption.width = 300;
+  gridCaption.height = 100;
+  bldRosterGrid(aDg);
+  //prepare the data
+  var aRoster: Array = new Array();
+  aRoster =[ 
+    {Name: "Wilma Carter", Bats: "R", Throws: "R", Year: "So", Home: "Redlands, CA"},
+    {Name: "Sylvia Munson", Bats: "R", Throws: "R", Year: "Jr", Home: "Pasadena, CA"}, 
+    {Name: "Carla Gomez", Bats: "R", Throws: "L", Year: "Sr", Home: "Corona, CA"}, 
+    {Name: "Betty Kay", Bats: "R", Throws: "R", Year: "Fr", Home: "Palo Alto, CA"},
+  ];
+  aDg.dataProvider = new DataProvider(aRoster);
+  aDg.rowCount = aDg.length;
+};
+
+function bldRosterGrid(dg: DataGrid) {
+  dg.setSize(400, 300);
+  dg.columns =[ "Name", "Bats", "Throws", "Year", "Home"];
+  dg.columns[0].width = 120;
+  dg.columns[1].width = 50;
+  dg.columns[2].width = 50;
+  dg.columns[3].width = 40;
+  dg.columns[4].width = 120;
+};

Notes on this code sample:

+ +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check whether the Flash movie contains a DataGrid component.
    2. + +
  2. Confirm that each DataGrid's caption text has been added to the component as an accessible + name. +
    3. + +
+ +
+
+

Expected Results

+ +

Step 2 is true.

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH32.html b/wcag21/techniques/flash/FLASH32.html new file mode 100644 index 0000000..a667ece --- /dev/null +++ b/wcag21/techniques/flash/FLASH32.html @@ -0,0 +1,204 @@ + + + + + FLASH32: Using auto labeling to associate text labels with form controls + + + + + + + +

Using auto labeling to associate text labels with form controls

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

Except for the CheckBox and RadioButton component, the built in Flash + components are not automatically provided an associated label. For + these components, label text has to be placed adjacent to their control + manually, using the Label component. If the 'auto-label' feature is + enabled in the Accessibility panel, then the Flash Player will automatically + associate the label text for the TextInput and TextArea components. + This means that for these components, it is not necessary to duplicate + the label text for the control using the Accessibility panel. The auto + label feature is enabled by default. +

+

Additionally, the auto label feature will enable the Flash Player + to automatically add text contained by Button symbols as the symbol's + accessible name. This will only work if the Button symbol only consists + of one layer, containing the text label. +

+
+
Note
+
+ +

Since auto-labeling associates labels without human intervention + the accuracy of the association should be verified. For more predictable + results authors are encouraged to explicitly add labels to all controls. +

+ +
+
+

To auto labeling, perform the following steps:

+
    + +
  1. Ensure that the textual descriptions for each form control within + the flash application are placed adjacent to the control itself. Text + eligible to be used for auto-labeling must not be set to be hidden + from assistive technology. +
    2. + +
  2. Select the movie stage, and open the Accessibility panel.
    3. + +
  3. Ensure that the 'Auto Label' option is checked. This will automatically + associate labels with their TextInput and TextArea controls, and + add text inside custom button symbols as their accessible name. +
    4. + +
  4. If the auto label behavior is inappropriate to your Flash content, + uncheck the 'Auto label' option, and ensure that each control receives + a meaningful 'name' value in the Accessibility panel. +
    5. + +
  5. To disable auto labeling for a particular object but not the whole + movie, convert the text to the 'dynamic text' type using the 'Property + inspector'. Then select it, and uncheck its 'Make object accessible' + option in the Accessibility panel. +
    6. + +
+
+
Note
+
+ +

As an alternative to using the Accessibility panel, the auto + label feature can also be turned off by setting the AccessibilityProperties.noAutoLabel + to true for the stage object. +

+ +
+
+
+
+

Examples

+
+

Example 1: Using the "Auto Label" option in the Accessibility panel

+

This example shows two TextInput components, a TextArea component + and a custom button symbol instance. For the TextInput components, + a separate label element has been placed to the left of the control. + For the TextArea component, the label has been placed above the control. + For the custom button, the label text is placed inside the button symbol. + Because the "Auto Label" option is enabled in the Accessibility + panel, all these controls will be provided an accessible name based + on their label. +

+

The screenshot below illustrates the example:

+
+ + +
Figure 1Using the Auto Label feature in the Flash Authoring Environment
+ +
+

The results of this technique can be viewed in the working version of Using the "Auto Label" option in the Accessibility panel. The source of Using the "Auto Label" option in the Accessibility panel is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

If a Flash form contains TextInput or TextArea components, or custom + button symbols with text labels, confirm that: +

+ +
    + +
  1. The Auto Label option is enabled in the movie's Accessibility + panel +
    2. + +
  2. Use a screen reader or MSAA checker to ensure that the label text + is indeed exposed as the control's accessible name +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH33.html b/wcag21/techniques/flash/FLASH33.html new file mode 100644 index 0000000..b17f757 --- /dev/null +++ b/wcag21/techniques/flash/FLASH33.html @@ -0,0 +1,165 @@ + + + + + FLASH33: Using relative values for Flash object dimensions + + + + + + + +

Using relative values for Flash object dimensions

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient as a way to meet G146: Using liquid layout). +

+
+
+

Description

+

The objective of this technique is to specify the width and/or height + of an embedded Flash object using relative units such as em values. + The size of the Flash object is allowed to expand to fill the size + of its container (a parent element) by setting the movie width and + height to 100%. The container's width and height is set with relative + units. This will allow user agents that support text resizing to resize + the Flash object in line with changes in text size settings. When the + Flash object's dimensions are adjusted its contents will be scaled, + making it easier to read for low vision users. +

+
+
Note
+
+ +

This technique is not necessary to support users who use zoom + functionality in their browsers. +

+ +
+
+
+
+

Examples

+
+

Example 1: Scaling text while keeping a minimum size

+

In this example, a Flash object is loaded into an HTML document using SWFObject's + dynamic publishing method. The Flash object's container element + is given a class name of "flashPlaceHolder". This class + name is then targeted using CSS to set its width and height using + relative em values. When the user increases or decreases the browser's + text size, the Flash object will scale accordingly. To ensure that + the object does not become too small when text size is decreased, + the min-width and min-height properties are set to the default dimensions. + 

<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" 
+  "https://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
+<html xmlns="http://www.w3.org/1999/xhtml">
+  <head>
+    <meta content="text/html; charset=UTF-8" http-equiv="Content-Type"/>
+    <title>Flash Resize example</title>
+    <script src="swfobject/swfobject.js" type="text/javascript"/>
+    <script type="text/javascript">
+    swfobject.embedSWF("scale_movie_dimensions_on_text_resize_as3.swf", 
+    "flashPlaceHolder", "100%", "100%", "8")      
+</script>
+
+    <style type="text/css">
+  #flashPlaceHolder {
+    width: 20em;
+    height: 15em;
+    min-width: 320px;
+    min-height: 240px;
+  }
+</style>
+  </head>
+  <body id="header">
+    <h1>Flash Resize Demonstration</h1>
+    <p>When the browser's text size is changed, the Flash movie will be
+      resized accordingly.</p>
+    <p id="flashPlaceHolder">Flash needs to be installed for this
+      example to work</p>
+  </body>
+</html>
+

The result of this technique can be viewed in the working version of Scaling text while keeping a minimum size. The source of Scaling text while keeping a minimum size is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open a web page containing an embedded flash object
    2. + +
  2. View the HTML to confirm that the width and height dimensions + for the object containing the Flash object are specified using relative + units such as em or percent (%). +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH34.html b/wcag21/techniques/flash/FLASH34.html new file mode 100644 index 0000000..6e5e07d --- /dev/null +++ b/wcag21/techniques/flash/FLASH34.html @@ -0,0 +1,221 @@ + + + + + FLASH34: Turning off sounds that play automatically when an assistive technology is detected + + + + + + + +

Turning off sounds that play automatically when an assistive technology is detected

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.4.2: Audio Control (Sufficient). +

+
+
+

Description

+

The intent of this technique is to prevent sounds from playing when + the Flash movie loads. This is useful for those who utilize assistive + technologies (such as screen readers, screen magnifiers, switch mechanisms, + etc.) and those who may not (such as those with cognitive, learning + and language disabilities). By default, the sound will be played automatically. + When a screen reader such as JAWS is detected however, the sound will + have to be started manually. +

+

To perform screen reader detection, Flash provides the flash.accessibility.Accessibility.active + property. If this property is set to true, it means that the Flash + player has detected running assistive technology. Based on this flag, + the Flash developer can choose to run different functionality. +

+
+
Note
+
+ +

The Flash Player requires some time to detect active assistive + technology and set the Accessibility.active property. To get accurate + results, do not check for this property immediately on the first frame + of the movie. Instead, perform the check 5 frames in or based on a + timed event. +

+ +

Not every screen reader will be detected using this mechanism. + In general, the property will be set to true when any MSAA client + is running. +

+ +

Other assistive technology tools, including screen magnifiers, + or tools not used as assistive technologies may also utilize MSAA in + ways that result in Accessibility.active being set to true. +

+ +
+
+
+
+

Examples

+
+

Example 1: A SoundHandler class

+

A class called SoundHandler is created which automatically starts + playing an MP3 file only when Accessibility.active is set to false. + Note that this example also checks the flash.system.Capabilities.hasAccessibility + property. This property does not check whether a screen reader is running, + but instead indicates whether the Flash Player is running in an environment + that supports MSAA (which basically means the Windows operating system). + 

package wcagSamples {
+  import flash.accessibility.Accessibility;
+  import flash.display.Sprite;
+  import flash.net.URLRequest;
+  import flash.media.Sound;
+  import flash.media.SoundChannel;
+  import flash.system.Capabilities;
+  import fl.controls.Button;
+  import fl.accessibility.ButtonAccImpl;
+  import fl.controls.Label;
+  import flash.events.MouseEvent;
+  
+  public class SoundHandler extends Sprite {
+    private var snd: Sound = new Sound();
+    private var button: Button = new Button();
+    private var req: URLRequest = new URLRequest(
+      "http://av.adobe.com/podcast/csbu_dev_podcast_epi_2.mp3");
+    private var channel: SoundChannel = new SoundChannel();
+    private var statusLbl: Label = new Label();
+    public function SoundHandler() {
+      snd.load(req);
+      ButtonAccImpl.enableAccessibility();
+      button.x = 10;
+      button.y = 10;
+      statusLbl.autoSize = "left";
+      statusLbl.x = 10;
+      statusLbl.y = 40;
+      addChild(statusLbl);
+      button.addEventListener(MouseEvent.CLICK, clickHandler);
+      this.addChild(button);
+      if (! Capabilities.hasAccessibility || ! Accessibility.active) {
+        channel = snd.play();
+        button.label = "Stop Sound";
+        statusLbl.text = "No Assistive technology detected. \
+          Sound will play automatically";
+      } else {
+        button.label = "Start Sound";
+        statusLbl.text = "Assistive technology detected. \
+          Sound will not play automatically";
+      }
+    }
+    private function clickHandler(e: MouseEvent): void {
+      if (button.label == "Stop Sound") {
+        button.label = "Start Sound";
+        channel.stop();
+      } else {
+        channel = snd.play();
+        button.label = "Stop Sound";
+      }
+    }
+  }
+}

This technique can be viewed in the working version of A SoundHandler class. The source of A SoundHandler class is available. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Start a screen reader that supports MSAA.
    2. + +
  2. Open a page containing a Flash movie that starts playing audio + automatically when a screen reader is not running +
    3. + +
  3. Confirm that the audio is stopped.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  1. #3 is true
    2. + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH35.html b/wcag21/techniques/flash/FLASH35.html new file mode 100644 index 0000000..ead7201 --- /dev/null +++ b/wcag21/techniques/flash/FLASH35.html @@ -0,0 +1,183 @@ + + + + + FLASH35: Using script to scroll Flash content, and providing a mechanism to pause it + + + + + + + +

Using script to scroll Flash content, and providing a mechanism to pause it

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a way for users to stop + scrolling content when the scrolling is created by a script. Scrolling + content can be difficult or impossible to read by users with low vision + or with cognitive disabilities. The movement can also be distracting + for some people making it difficult for them to concentrate on other + parts of the Web page. +

+
+
+

Examples

+
+

Example 1: A toggle button to pause and resume scrolling

+

In this example, text scrolls from left to right. A toggle button + is provided that allows the user to pause and resume the scrolling + behavior. Additionally, a checkbox is provided which can be used to + slow down the scrolling speed. +

+
+
Note
+
+ +

Users may prefer a greater variety of scrolling speed options + than are offered in this example. Developers might choose to provide + several speed choices with a slider or drop down list control in order + to accomplish this. +

+ +
+ 
import fl.accessibility.ButtonAccImpl;
+import fl.accessibility.CheckBoxAccImpl;
+
+ButtonAccImpl.enableAccessibility();
+CheckBoxAccImpl.enableAccessibility();
+
+var scrollInterval: int;
+var intervalLength: int = 15;
+
+var expandedViewer: MovieClip = exampleScroller.expandedViewer;
+var scrollText: MovieClip = exampleScroller.scrollText;
+var scrollViewer: MovieClip = exampleScroller.scrollViewer;
+
+var scrollingPaused: Boolean = true;
+
+scrollStopper.addEventListener(MouseEvent.CLICK, handleBtnClick, false);
+slowDown_chk.addEventListener(MouseEvent.CLICK, handleChkClick, false);
+
+function handleBtnClick(e) {
+  toggleScroll(false);
+  e.target.label = scrollingPaused? "Resume Scrolling": "Stop Scrolling";
+}
+
+//slow down scrolling speed
+function handleChkClick(e) {
+  intervalLength = e.target.selected? 50: 15;
+  if (! scrollingPaused) {
+    clearTimeout(scrollInterval);
+    toggleScroll(true);
+  }
+}
+
+//pause or resume scrolling
+function toggleScroll(noToggle: Boolean) {
+  if (noToggle || scrollingPaused)
+  scrollInterval = setInterval(moveText, intervalLength); else
+  clearTimeout(scrollInterval);
+  if (! noToggle)
+  scrollingPaused = ! scrollingPaused;
+}
+
+function moveText() {
+  if (scrollText.x + scrollText.width < scrollViewer.x)
+  scrollText.x = scrollViewer.x + scrollViewer.width;
+  scrollText.x -= 1;
+}
+
+//initiate scrolling
+toggleScroll(false);
+

The technique is demonstrated in the working version of A toggle button to pause and resume scrolling. The source of A toggle button to pause and resume scrolling is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

When a Flash Movie contains scrolling content:

+ +
    + +
  1. Confirm that a button is provided that allows users to pause and resume the scrolling + behavior +
    2. + +
  2. Confirm that pressing the button stops the scrolling
    3. + +
  3. Confirm that pressing the button again restarts the scrolling
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1, #2, and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH36.html b/wcag21/techniques/flash/FLASH36.html new file mode 100644 index 0000000..8151e1c --- /dev/null +++ b/wcag21/techniques/flash/FLASH36.html @@ -0,0 +1,111 @@ + + + + + FLASH36: Using scripts to control blinking and stop it in five seconds or less + + + + + + + +

Using scripts to control blinking and stop it in five seconds or less

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Sufficient). +

+
+
+

Description

+

The objective of this technique is to control blinking with script + so it can be set to stop in less than five seconds by the script. The + ActionScript setTimeout() method is used to stop the MovieClip's blinking + behavior in less than 5 seconds. +

+
+
+

Examples

+
+

Example 1: Stopping blinking after a timeout

+

In this example a MovieClip (blinkingTextMC) uses its timeline to + generate a blinking effect. Before 5 seconds has passed, the MovieClip's + gotoAndStop() method is called, which stops the blinking effect. + 

setTimeout(stopBlinking, 4500);
+function stopBlinking() {
+  var blinkingTextMC = getChildByName('blinkingTextMC');
+  blinkingTextMC.gotoAndStop(1);
+}
+

For a demonstration, view the working version of Stopping blinking after a timeout. The source of Stopping blinking after a timeout is available. +

+
+
+
+

Tests

+
+

Procedure

+ +

For each instance of blinking content:

+ +
    + +
  1. Start a timer for 5 seconds at the start of the blink effect.
    2. + +
  2. When the timer expires, determine if the blinking has stopped.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • For each instance of blinking content, #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH4.html b/wcag21/techniques/flash/FLASH4.html new file mode 100644 index 0000000..865f636 --- /dev/null +++ b/wcag21/techniques/flash/FLASH4.html @@ -0,0 +1,134 @@ + + + + + FLASH4: Providing submit buttons in Flash + + + + + + + +

Providing submit buttons in Flash

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 3.2.2: On Input (Sufficient as a way to meet G80: Providing a submit button to initiate a change of context). +

+
+
+

Description

+

The objective of this technique is to use submit buttons to allow users to take actions + that cause changes of context rather than allowing changes in context to occur when + the value or state of a non-submit button control is modified. The intended use of + a submit button in this technique is to generate an HTTP request that submits data + entered in a form or to perform an action that triggers a change in context, so it + is an appropriate control to use to initiate this change. +

+
+
+

Examples

+
+

Example 1: ActionScript 3 combobox with submit button

+

This is a basic ActionScript 3 example of a combobox component with a submit button + to redirect the user to a different resource. + 

import fl.accessibility.ComboBoxAccImpl;
+import flash.net.navigateToURL;
+import flash.net.URLRequest;
+ComboBoxAccImpl.enableAccessibility();
+state_submit.addEventListener(MouseEvent.CLICK, submitHandler);
+function submitHandler(e) {
+  var url: URLRequest = new URLRequest("http://www.wikipedia.org/wiki/" + 
+    state_combo.selectedLabel);
+  navigateToURL(url, "_self");
+}
+
+

Example 2: ActionScript 2 combobox with submit button

+

This is a basic ActionScript 2 example of a combobox component with a submit button + to redirect the user to a different resource - the same example as in example 1 except + in ActionScript 2: + 

import fl.accessibility.ComboBoxAccImpl;
+ComboBoxAccImpl.enableAccessibility();
+state_submit.addEventListener("click", submitHandler);
+function submitHandler(e) {
+  getURL("http://www.wikipedia.org/wiki/" + state_combo.selectedLabel, "_self");
+}
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find all interactive control instances (that are not submit buttons) in the flash + movie that can initiate a change of context, e.g. a combobox, radio button or checkbox. + +
    2. + +
  2. For each instance, confirm that the event handler(s) responsible for the change + of context are not associated with the controls themselves, but with a separate button + instead. +
    3. + +
+ +
+
+

Expected Results

+ +

#2 is true

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH5.html b/wcag21/techniques/flash/FLASH5.html new file mode 100644 index 0000000..b77d4b9 --- /dev/null +++ b/wcag21/techniques/flash/FLASH5.html @@ -0,0 +1,189 @@ + + + + + FLASH5: Combining adjacent image and text buttons for the same resource + + + + + + + +

Combining adjacent image and text buttons for the same resource

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to avoid unnecessary duplication that occurs when + adjacent text and iconic versions of a button are contained in a Flash movie. +

+

Many kinds of buttons have both a text and iconic button adjacent to each other. + Often the text and the icon button are rendered in separate buttons, in part to create + a slight visual separation from each other. Although the sighted user can see this + slight visual separation, a blind or low vision user may not be able to recognize + the separation, and be confused by the redundant buttons. To avoid this, some authors + omit specifying the accessible name for the image, but this would fail Success Criterion + 1.1.1 because the text alternative would not serve the same purpose as the graphical + button. The preferred method to address this is to put the text and image together + in one button symbol instance, and provide a single accessible name for the button + to eliminate duplication of text. +

+
+
+

Examples

+

The following examples are for a situation where a button instance comprised of both + an image and text is on the stage. The combined button in this example uses the instance + name 'flashLink1'. +

+

To create the combined button in Flash Professional:

+
    + +
  1. Add a graphic object and text to the stage
    2. + +
  2. Select both objects
    3. + +
  3. Select 'New Symbol' from the Insert menu or hit Ctrl+F8 to create a new button object + +
    4. + +
  4. Click on the button object on the stage and enter an instance name in the Properties + panel. +
    5. + +
  5. Continue under example 1, 2, or 3 below.
    6. + +
+
+ + + +
Figure 1screen shot showing the combined button with an instance name 'flashLink1'
+ + +
+
+

Example 1: Using the Accessibility panel to specify the accessible name

+

The Accessibility panel is used to specify the accessible name (which in this case + is the same as the visual text). +

+
+ + + +
Figure 2screen shot showing use of the Accessibility control panel to provide a name for the + combined button +
+ + +
+
+
+

Example 2: Using ActionScript to specify the accessible name

+

ActionScript 3 can be used instead of the Accessibility control panel to define the + accessibility name for the combined button, as follows: + 

// 'flashLink1' is an instance placed on the movie's main timeline
+flashLink1.accessibilityProperties = new AccessibilityProperties();
+flashLink1.accessibilityProperties.name = "Learn more about Flash";

ActionScript 2 can be used instead of the Accessibility control panel to define the + accessibility name for the combined button, as follows + 

// 'flashLink1' is an instance placed on the movie's main timeline
+flashLink1._accProps = new Object();
+flashLink1._accProps.name = "Learn more about Flash";
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Publish the SWF file
    2. + +
  2. Open the SWF file in Internet Explorer 6 or higher (using Flash Player 6 or higher), + or Firefox 3 or higher (using Flash Player 9 or higher) +
    3. + +
  3. Use a tool which is capable of showing an object's name text alternative, such as + ACTF aDesigner 1.0 to open the Flash movie. +
    4. + +
  4. If you are using ACTF aDesigner 1.0, use the GUI Summary panel to check each image + button in the Flash movie and ensure that there is no separate, redundant text control + adjacent to the image that performs the same action. +
    5. + +
+ +
+
+

Expected Results

+ +

#4 is true.

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH6.html b/wcag21/techniques/flash/FLASH6.html new file mode 100644 index 0000000..5d9a674 --- /dev/null +++ b/wcag21/techniques/flash/FLASH6.html @@ -0,0 +1,177 @@ + + + + + FLASH6: Creating accessible hotspots using invisible buttons + + + + + + + +

Creating accessible hotspots using invisible buttons

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide text alternatives that serve the same + purpose as the clickable hotspots of an image. Each hotspot serves as a clickable + region for a part of the image which can trigger an action (such as opening a web + page corresponding to the hotspot). The hotspots are implemented as invisible Flash + buttons, which are each given an accessible name that describes the hotspot's target. + +

+
+
+

Examples

+
+

Example 1: Graphic with accessible clickable regions

+
    + +
  1. Add the original graphic that needs to have clickable hotspots to the stage.
    2. + +
  2. + +

    For each hotspot, do the following:

    + +
      + +
    1. Create a new button symbol by choosing "New Symbol" from the Flash Professional + 'Insert' menu or by using the Ctrl + F8 shortcut. +
      2. + +
    2. Inside the button symbol, create a shape that matches the clickable surface.
      3. + +
    3. Place the newly created button on top of the original graphic.
      4. + +
    4. Open the button's properties panel, and choose "Alpha" from the "Style" dropdown + list under "Color Effect". Change the value of the "Alpha" slider that appears to + zero so that the button becomes invisible. +
      5. + +
    5. Using the Accessibility panel, specify a value for the "tabindex" field to give the + button a logical position in the tab order. +
      6. + +
    6. Using the Accessibility panel, specify an accessible name that describes the purpose + of the hotspot. +
      7. + +
    + +
    3. + +
+
+ + + +
Figure 1adding the graphic to the Flash authoring stage
+ + +
+
+ + + +
Figure 2making a button invisible using the Properties panel
+ + +
+
+ + + +
Figure 3setting the button's name using the Accessibility panel
+ + +
+

The result can be seen in the working example of creating accessible hotspots using invisible buttons. The source of creating accessible hotspots using invisible buttons is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

Find all images with hotspots. For each hotspot, confirm that:

+ +
    + +
  1. The hotspot is implemented as an invisible button
    2. + +
  2. The hotspot is provided with an accessible name, either through the Accessibility + panel or through ActionScript +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH7.html b/wcag21/techniques/flash/FLASH7.html new file mode 100644 index 0000000..3bec548 --- /dev/null +++ b/wcag21/techniques/flash/FLASH7.html @@ -0,0 +1,122 @@ + + + + + FLASH7: Using scripting to change control labels + + + + + + + +

Using scripting to change control labels

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to allow users to choose to have additional information + added to the label of a button or other control so that it can be understood out + of context. +

+

Some users prefer to have control labels that are self-contained, where there is + no need to explore the context of the control. Other users find including the context + information in each button to be repetitive and to reduce their ability to use a + site. Among users of assistive technology, the feedback to the working group on + which is preferable has been divided. This technique allows users to pick the approach + that works best for them. +

+

A control is provided near the beginning of the page that will expand the labels + for controls on the page so that no additional context is needed to understand the + purpose of those controls. It must always be possible to understand purpose of the + control directly from its label. +

+

This technique expands the control labels only for the current page view. It is also + possible, and in some cases would be advisable, to save this preference in a cookie + or server-side user profile, so that users would only have to make the selection + once per site. +

+
+
+

Examples

+
+

Example 1: Using ActionScript to add contextual information directly to the label + of a button +

+

This example uses ActionScript to add contextual information directly to the label + of a button. When the "Expand Button Labels" button is toggled, each button on the + page has its label property modified. + 

import fl.accessibility.ButtonAccImpl;
+ButtonAccImpl.enableAccessibility();
+btn1.addEventListener(MouseEvent.CLICK, clickHandler);
+
+function clickHandler(e) {
+  btn2.label = btn1.selected? "PDF version of 2010 brochure": "PDF";
+  btn2.width = btn1.selected? 200: 100;
+  btn3.label = btn1.selected? "Text version of 2010 brochure": "Text";
+  btn3.width = btn1.selected? 200: 100;
+  btn4.label = btn1.selected? "Word version of 2010 brochure": "Word";
+  btn4.width = btn1.selected? 200: 100;
+}

The result can be seen in the working example of adding contextual information to a button label. The source of adding contextual information to a button label is available. +

+
+
+ +
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH8.html b/wcag21/techniques/flash/FLASH8.html new file mode 100644 index 0000000..39c97c4 --- /dev/null +++ b/wcag21/techniques/flash/FLASH8.html @@ -0,0 +1,348 @@ + + + + + FLASH8: Adding a group name to the accessible name of a form control + + + + + + + +

Adding a group name to the accessible name of a form control

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+
    + +
  • Adobe Flash Professional version MX and higher
    • + +
  • Adobe Flex
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide a semantic grouping for related form + controls. This allows users to understand the relationship of the controls and interact + with the form more quickly and effectively. +

+

In Flash, when related form controls are grouped, this grouping can be indicated + by adding the group's name to each form control's accessible name. +

+

Grouping controls is most important for related radio buttons and checkboxes. A + set of radio buttons or checkboxes is related when they all submit values for a + single named field. They work in the same way as selection lists, allowing the user + to choose from a set of options, except selection lists are single controls while + radio buttons and checkboxes are multiple controls. Because they are multiple controls, + it is particularly important that they be grouped semantically so they can be + more easily treated as a single control. Often, user agents will present the value + of the legend before the label of each control, to remind users that they are part + of the same group. +

+

It can also be useful to group other sets of controls that are not as tightly related + as sets of radio buttons and checkboxes. For instance, several fields that collect + a user's address might be grouped together with a legend of "Address". +

+
+
+

Examples

+
+

Example 1: Adding a group name to the accessible name of radio buttons

+

This example shows how the group name for radio buttons in a group can be made accessible + by adding it to each button's accessible name: +

+
    + +
  1. Add radio button components to the stage:
    2. + +
  2. Enter each button's label using its label property +
    3. + +
  3. Add the visual group label to the left or above the buttons added in step 1
    4. + +
  4. Select each radio button. In the Accessibility panel, add the group name to the + "Name" field; +
    5. + +
+

Flash will concatenate the group name with each button's individual name, such as + "gender male". +

+

This approach is illustrated in the screenshot below:

+
+ + + +
Figure 1Using the Accessibility panel to add a group name to a form control
+ + +
+
+
Note
+
+ +

To make the radio buttons in this example accessible, the following two lines need + to be added to the movie's script: import fl.accessibility.RadioButtonAccImpl; + RadioButtonAccImpl.enableAccessibility(); + +

+ +
+
+

For an illustration of this approach, see the working version of Adding a group name to the accessible name of radio buttons. The source of Adding a group name to the accessible name of radio buttons is available. +

+
+
+

Example 2: Programmatically adding a group name with the accessible name of radio + buttons +

+

The code example below shows a basic proof of concept of a class that automatically + places a set of form controls inside a fieldset like rectangle, including a legend. + For each added control an AccessibilityProperties object is created, and its name property is set to a combination of the legend text and the actual form control + label. + 

+package wcagSamples {
+  import flash.display. *;
+  import flash.text. *;
+  import fl.controls. *
+  import flash.accessibility. *;
+  import fl.accessibility. *;
+  
+  
+  /**
+  *  Basic example that demonstrates how to simulate a fieldset, as provided
+  *  in HTML. The FieldSet class takes a group of controls and places them 
+  *  inside a fieldset rectangle with the legend text at the top. For each form 
+  *  control, the legend text is prepended to the control's accessible name
+  *
+  *  Note: This is only a proof of concept, not a fully functional class
+  *
+  *  @langversion 3.0
+  *  @playerversion Flash 10
+  *
+  */
+  public class FieldSet extends Sprite {
+    private var legend: String;
+    private var bBox: Shape;
+    private var currentY: int = 20;
+    
+    public static var LABEL_OFFSET_X: int = 20;
+    public static var CONTROL_OFFSET_X: int = 110;
+    
+    /**
+    *  CONSTRUCTOR
+    *  Legend specifies the FieldSet's legend text, items is an array 
+    *  describing the controls to be added to the FieldSet
+    */
+    
+    public function FieldSet(legend: String, items: Array) {
+      // enable accessibility for components used in this example
+      RadioButtonAccImpl.enableAccessibility();
+      CheckBoxAccImpl.enableAccessibility();
+      
+      //create FieldSet rectangle and legend
+      legend = legend;
+      bBox = new Shape();
+      bBox.graphics.lineStyle(1);
+      bBox.graphics.drawRect(10, 10, 300, 250);
+      bBox.graphics.beginFill(0x0000FF, 1);
+      addChild(bBox);
+      
+      var fieldSetLegend: TextField = new TextField();
+      fieldSetLegend.text = legend;
+      fieldSetLegend.x = 20;
+      fieldSetLegend.y = 3;
+      fieldSetLegend.background = true;
+      fieldSetLegend.backgroundColor = 0xFFFFFF;
+      fieldSetLegend.border = true;
+      fieldSetLegend.borderColor = 0x000000;
+      fieldSetLegend.autoSize = TextFieldAutoSize.LEFT;
+      addChild(fieldSetLegend);
+      
+      // add controls
+      for (var i = 0; i < items.length; i++) {
+        processItem(items[i]);
+      }
+    }
+    
+    /**
+    * Adds the control to the Fieldset and sets its accessible name. A 
+    * control is represented as an array, containing the following values:
+    * [0] : A string describing the component type 
+    *   (can be "TextInput", TextArea", Checkbox" or "RadioGroup").
+    * [1] : The label used to identify the control
+    * [2] : If [0] is "RadioGroup", then [2] needs to contain an array of the 
+    *    labels for each individual radio button. if [0] is "CheckBox", then 
+    *    [1] can either be empty or a question (e.g. "Do you smoke?"), and 
+    *    [2] the CheckBox label (e.g. "Yes").
+    *
+    */
+    function processItem(item: Array) {
+      if (item.length < 2)
+      return;
+      currentY += 30;
+      var newControl;
+      //create visual label
+      var lbl: Label;
+      lbl = new Label();
+      lbl.text = item[1] + ": ";
+      lbl.x = FieldSet.LABEL_OFFSET_X;
+      lbl.y = currentY;
+      lbl.width = FieldSet.CONTROL_OFFSET_X;
+      lbl.autoSize = TextFieldAutoSize.RIGHT;
+      lbl.wordWrap = true;
+      addChild(lbl);
+      
+      switch (item[0]) {
+        case "TextInput":
+        case "TextArea":
+        newControl = item[0] == "TextInput"? new TextInput(): new TextArea();
+        newControl.x = FieldSet.CONTROL_OFFSET_X;
+        //concatenate accessible name, combining legend and label
+        setAccName(newControl, legend + " " + item[1]);
+        break;
+        case "CheckBox":
+        newControl = new CheckBox();
+        newControl.label = item[2];
+        newControl.x = FieldSet.CONTROL_OFFSET_X;
+        setAccName(newControl, legend + " " + item[1] + " " + item[2]);
+        break;
+        case "RadioGroup":
+        if (item[2] && item[2].length > 0) {
+          var radioGroup: RadioButtonGroup = new RadioButtonGroup(item[0]);
+          var newBtn: RadioButton;;
+          for (var i = 0; i < item[2].length; i++) {
+            newBtn = new RadioButton();
+            // concatenate the legend, the group label, and the button label
+            setAccName(newBtn, legend + " " + item[1] + " " + item[2][i]);
+            newBtn.label = item[2][i];
+            newBtn.group = radioGroup;
+            newBtn.x = FieldSet.CONTROL_OFFSET_X;
+            newBtn.y = currentY;
+            addChild(newBtn);
+            if (i < item[2].length - 1)
+            currentY += 30;
+          }
+        }
+        break;
+      }
+      
+      if (newControl) {
+        newControl.y = currentY;
+        addChild(newControl);
+      }
+    }
+    
+    /**
+    * Creates an AccessibilityProperties object for an object and sets its name property
+    */
+    public function setAccName(obj, accName) {
+      var accProps: AccessibilityProperties = new AccessibilityProperties();
+      accProps.name = accName;
+      obj.accessibilityProperties = accProps;
+    }
+  }
+}

This example class can be initialized as follows: 

var myFieldSet = new FieldSet("Personal Details",  // the legend 
+  [["TextInput", "Name"],                          // text field
+  ["RadioGroup", "Gender", ["Male", "Female"]],    // radio button group
+  ["CheckBox", "Do you smoke", "yes"],             // checkbox
+  ["TextArea", "Comments"],                        // text area
+]);
+addChild(myFieldSet);
+

For an illustration of this approach, see the working version of Programmatically adding a group name with the accessible name of + radio buttons. The source of Programmatically adding a group name with the accessible name of radio buttons is available. +

+
+
Note
+
+ +

Adobe Flex allows you to perform this type of behavior by using the <form>, <formitem> + and <formheading> elements +

+ +
+
+
+
+ +
+

Tests

+
+

Procedure

+ +

When a Flash Movie contains grouped form controls, confirm that either :

+ +
    + +
  • The group's name is included in the Accessibility panel's "name" field for each + control. +
    • + +
  • Each control has an AccessibilityProperties.name property, which contains both the group's name and the control's label text +
    • + +
+ +
+
+

Expected Results

+ +
    + +
  • One of the above is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/flash/FLASH9.html b/wcag21/techniques/flash/FLASH9.html new file mode 100644 index 0000000..025ad72 --- /dev/null +++ b/wcag21/techniques/flash/FLASH9.html @@ -0,0 +1,200 @@ + + + + + FLASH9: Applying captions to prerecorded synchronized media + + + + + + + +

Applying captions to prerecorded synchronized media

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Adobe Flash-based Content

+
    + +
  • Adobe Flash CS3 and later
    • + +
+
+
Note
+

Adobe has plans to stop updating and distributing the Flash Player at the end of 2020, + and encourages authors interested in creating accessible web content to use HTML. +

+
+

This technique relates to Success Criterion 1.2.2: Captions (Prerecorded) (Sufficient as a way to meet G87: Providing closed captions). +

+
+
+

Description

+

The objective of this technique is to provide an option for people who have hearing + impairments or otherwise have trouble hearing the sound and dialogue in synchronized + media to be able to choose to view captions as an alternative to audio information. + With this technique all of the dialogue and important sounds are provided as text + in a fashion that allows the text to be hidden unless the user requests it. As a + result they are visible only when needed. This can be achieved using the FLVPlayback + and FLVPlaybackCaptioning components. Note: when using FLVPlayback skins the closed + caption button is accessible by default, but if implementing custom skins authors + need to test to verify that the button is accessible. +

+
+
+

Examples

+
+

Example 1: Adding a timed text caption file to Flash

+
    + +
  1. Use an external tool (such as Magpie or a simple text editor) to create a timed + Text captions xml file. Stop and play the video content, and for each relevant part + of audio information (including speech, important background noises and event sounds) + include the start and end time code as well as the textual alternative. Tools like + Magpie have advanced features to make this process easier, whereas a text editor + requires you to read the timecodes from your media player and include them in the + XML as illustrated in the sample captions document below +
    2. + +
  2. In Flash, create a new instance of the FLVPlayback component on your stage, and + set its contentPath value to your flv video file using the 'Component inspector' + or 'Parameters' panel. +
    3. + +
  3. Set the 'Skin' parameter to use a skin which includes the CC (closed captions) + button. +
    4. + +
  4. From the components list also create an instance of the FLVPlayback captioning + component. In the 'Component inspector' panel set its 'Source' parameter to the + name of your timed text xml file. The captions will automatically placed at the + bottom of the player's frame. +
    5. + + 
<?xml version="1.0" encoding="UTF-8"?>
+<tt xml:lang="en" xmlns="https://www.w3.org/2006/04/ttaf1"
+  xmlns:tts="https://www.w3.org/2006/04/ttaf1#styling">
+  <head>
+    <styling>
+      <style id="defaultSpeaker" tts:backgroundColor="black"
+        tts:color="white" tts:fontFamily="SansSerif" tts:fontSize="12"
+        tts:fontStyle="normal" tts:fontWeight="normal"
+        tts:textAlign="left" tts:textDecoration="none"/>
+      <style id="defaultCaption" tts:backgroundColor="black"
+        tts:color="white" tts:fontFamily="Arial" tts:fontSize="12"
+        tts:fontStyle="normal" tts:fontWeight="normal"
+        tts:textAlign="center" tts:textDecoration="none"/>
+    </styling>
+  </head>
+  <body id="thebody" style="defaultCaption">
+    <div xml:lang="en">
+      <p begin="0:00:00.20" end="0:00:02.20">If there were nothing in
+        our universe</p>
+      <p begin="0:00:02.20" end="0:00:05.65">the fabric of space-time
+        would be flat.</p>
+      <p begin="0:00:05.65" end="0:00:08.88">But add a mass, and
+        dimples form within it.</p>
+      <p begin="0:00:16.61" end="0:00:19.84">Smaller objects that
+        approach that large mass</p>
+      <p begin="0:00:19.84" end="0:00:23.41">will follow the curve in
+        space-time around it.</p>
+      <p begin="0:00:32.64" end="0:00:36.84">Our nearest star, the
+        sun, has formed such a dimple</p>
+      <p begin="0:00:36.84" end="0:00:38.00">and our tiny planet
+        Earth</p>
+      <p begin="0:00:38.00" end="0:00:41.50">goes along for the ride
+        in the curve of its dimple</p>
+      <p begin="0:00:41.50" end="0:00:43.80">staying in orbit around
+        the sun.</p>
+      <p begin="0:00:45.67" end="0:01:55.00"/>
+    </div>
+  </body>
+</tt>
+

This is demonstrated in working example of Adding a timed text caption file to Flash. The working example of Adding a timed text caption file to Flash is available. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+

+ http://ncam.wgbh.org/invent_build/web_multimedia/tools-guidelines + +

+

+ http://www.buraks.com/captionate/ + +

+

+ https://www.w3.org/AudioVideo/TT/ + +

+
+ +
+

Tests

+
+

Procedure

+ +

Watch all video content displayed by your Flash movie. Ensure that:

+ +
    + +
  1. Captions are available for all audio content, either turned on by default or as + a user preference. +
    2. + +
  2. The captions properly describe all audio information contained in the video.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 and #2 are true
    • + +
+ +
+
+
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z6B8FFmMP?!!X%erqXeQ{`R_0ZuT|>R^?W{%2pUb<;^jD)I>lfvWxia~yzF_uz)o|* z!}u>)asyPaQh}^7z>_>uNP#{Eq+Efv8>62Grh$FHcaR&GQZ_L(w9&E#E{FOR?12Bz zsADDeAYBBA+wa=WxHNCu&OA{o=1Wq(qaSeoV_)&#lf7dBTY#2*qEf#H0+-Va?TuEd zA;1U=&V7Ru32`(m@>@1T86X;ut49FO5%Oau7eI+V0Vqu`mursr>=y30WmR2Ej oXq#m8I*8aIAa-pB^aCJDJN~pVJsago2?4w$#brU|qI!P+4Vc?+e*gdg literal 0 HcmV?d00001 diff --git a/wcag21/techniques/general/G1.html b/wcag21/techniques/general/G1.html new file mode 100644 index 0000000..932b4d0 --- /dev/null +++ b/wcag21/techniques/general/G1.html @@ -0,0 +1,152 @@ + + + + + G1: Adding a link at the top of each page that goes directly to the main content area + + + + + + + +

Adding a link at the top of each page that goes directly to the main content area

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain links

+

This technique relates to Success Criterion 2.4.1: Bypass Blocks (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to provide a mechanism to bypass blocks of material + that are repeated on multiple Web pages by skipping directly to the main content of + the Web page. The first interactive item in the Web page is a link to the beginning + of the main content. Activating the link sets focus beyond the other content to the + main content. This technique is most useful when a Web page has one main content area, + rather than a set of content areas that are equally important, and when there are + not multiple navigation sections on the page. +

+
+
Note
+
+ +

It is preferable for links to be visible at all times, since users navigating via + the keyboard include switch users, those using techniques that generate keyboard strokes + slowly, screen magnification software users, screen reader users working with sighted + colleagues, keyboard only users and those navigating using voice recognition software. + However, Success Criterion 2.4.1 does not require that they be visible when they do not have focus, and links that + are visible only when they have focus can meet this success criterion. +

+ +
+
+
+
+

Examples

+
+

Example 1: An online newspaper

+

An on-line newspaper contains many sections of information: a search function, a corporate + banner, sidebars, minor stories, how to contact the newspaper, etc. The lead story + is located in the middle of the page. The first link that the user reaches when tabbing + through the page is titled "Skip to Lead Story". Activating the link moves visual + focus to the story. Pressing tab again takes the user to the first link in the main + story. +

+
+ +
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that a link is the first focusable control on the Web page.
    2. + +
  2. Check that the description of the link communicates that it links to the main content.
    3. + +
  3. Check that the link is either always visible or visible when it has keyboard focus.
    4. + +
  4. Check that activating the link moves the focus to the main content.
    5. + +
  5. Check that after activating the link, the keyboard focus has moved to the main content.
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G10.html b/wcag21/techniques/general/G10.html new file mode 100644 index 0000000..25d68f3 --- /dev/null +++ b/wcag21/techniques/general/G10.html @@ -0,0 +1,146 @@ + + + + + G10: Creating components using a technology that supports the accessibility + API features of the platforms on which the user agents will be run to expose the + names and roles, allow user-settable properties to be directly set, and provide + notification of changes + + + + + + + + +

Creating components using a technology that supports the accessibility + API features of the platforms on which the user agents will be run to expose the + names and roles, allow user-settable properties to be directly set, and provide + notification of changes +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Programming technologies that have standard components programmed to interface with + accessibility APIs. +

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to allow assistive technology to + understand Web content so that it can convey equivalent information to the + user through an alternate user interface. +

+

Sometimes content is not created using markup language but rather using a + programming language or tools. In many cases, these technologies have + interface components that are already programmed to interface with + accessibility APIs. If an author uses these components and fills in the + properties (e.g., name, etc.), the resulting user interface components in the + content will be accessible to assistive technology. +

+

However, if an author wants to create a user interface component that is new + and they cannot use standard components, then they need to be sure to add + the accessibility provisions themselves - and implement them in a way that + is compatible with the accessibility API. +

+

After completion, the custom component should be tested for Accessibility Support.

+
+
+

Examples

+
    + +
  • A Web page uses java to create an applet. A group of + authors wants to create an entirely new type of interface component + so they cannot use existing Java objects. They use Java swing classes + to create their component because the Java swing classes already + have provisions for connecting to different accessibility APIs. + Using the Java swing classes they are able to create an interface + component that exposes its name and role, is able to be set by AT + and alerts AT to any updates. +
    • + +
  • A Web page uses an original ActiveX control that is + written in the C++ programming language. The control is written to + explicitly support the Microsoft Active Accessibility (MSAA) API to + expose information about accept commands. The control then interacts + directly with assistive technology running the user agent on systems + that support MSAA. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Render content using an accessible User Agent.
    2. + +
  2. Use an Accessibility Tool designed for the Accessibility API of the User agent to + evaluate each user interface component. +
    3. + +
  3. Check that name and role for each user interface component is found by the tool.
    4. + +
  4. Change the values on the component.
    5. + +
  5. Check that the Accessibility tool is alerted.
    6. + +
  6. Check that the component works with assistive technologies.
    7. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #3, #5 and #6 are true for each user interface component.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G100.html b/wcag21/techniques/general/G100.html new file mode 100644 index 0000000..8c932f4 --- /dev/null +++ b/wcag21/techniques/general/G100.html @@ -0,0 +1,114 @@ + + + + + G100: Providing a short text alternative which is the accepted name or a descriptive name + of the non-text content + + + + + + + + +

Providing a short text alternative which is the accepted name or a descriptive name + of the non-text content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow users to identify the non-text + content even if the non-text content is intended to provide a specific + sensory experience. For example, a deaf person may want to know what an + audio instrumental file is - even if they cannot hear it. Similarly, a blind + person may want to know what the subject of a visual image is - even if they + cannot see it. +

+
+
+

Examples

+
+

Example 1

+
    + +
  • A painting of the Mona Lisa has an alternate text of "Mona Lisa, by Leonardo da Vinci".
    • + +
  • A sound file has an alternate text of "5 Grade children playing a Theramin".
    • + +
  • A famous modern art piece is labeled "Red, Blue and Yellow, by Piet Mondrian".
    • + +
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that short text alternative provides a descriptive name.
    2. + +
  2. Check that short text alternative provides a name that has be previously been given + to the non-text content by the author or another. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 or #2 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G101.html b/wcag21/techniques/general/G101.html new file mode 100644 index 0000000..84c0866 --- /dev/null +++ b/wcag21/techniques/general/G101.html @@ -0,0 +1,185 @@ + + + + + G101: Providing the definition of a word or phrase used in an unusual or restricted way + + + + + + + +

Providing the definition of a word or phrase used in an unusual or restricted way

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology containing text.

+

This technique relates to Success Criterion 3.1.3: Unusual Words (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to provide a definition for any word used in an + unusual or restricted way. +

+

A word is used in an unusual or restricted way when:

+
    + +
  • dictionaries give several definitions of the word but one specific definition must + be used in order to understand the content; +
    • + +
  • a specific definition must be used in order to understand the content and dictionaries + list that definition as rare, archaic, obsolete, etc.; +
    • + +
  • the author creates a new definition that must be used in order to understand the content.
    • + +
+

This technique can also be used to provide definitions for jargon, that is, the specialized + vocabulary used in a particular profession or technical field and understood by people + in that field but not by people outside the field. +

+

The technique can also be used to define idiomatic expressions. For example, speakers + of a language who live in a particular region may use idiomatic expressions that are + accepted by everyone in the region but not by people from other regions where the + same language is spoken. +

+
+
+

Examples

+
+

Example 1: A term used in a restricted way

+

The word "technology" is widely used to cover everything from the stone tools used + by early humans to contemporary digital devices such as cell phones. But in WCAG + 2.0, the word technology is used in a more restricted way: it means a mechanism for + encoding instructions to be rendered, played or executed by user agents, including + markup languages, data formats, and programming languages used in producing and delivering + Web content. +

+
+
+

Example 2: A word used according to an obsolete definition

+

The word "ether" is defined as a substance that filled interplanetary space: "He + believed that sound traveled through the ether." +

+
+
+

Example 3: Jargon

+

The word "driver" is defined as software that contains specific instructions for a + printer: "It may be necessary to update the driver for your printer." +

+
+
+

Example 4: An idiomatic expression

+

Some people say "spill the beans" when they mean "reveal a secret", e.g., "In the + police station, Joe spilled the beans about the plot to kidnap the prime minister." +

+
+
+

Example 5: An idiomatic expression in Japanese

+

This example uses parentheses to provide the definition of an idiomatic expression + in Japanese. The phrase in Japanese says that "he throws a spoon." It means that there + was nothing he can do and finally he gives up. +

+

+ さじを投げる（どうすることもできなくなり、あきらめること）。 + +

+
+
+

Example 6: An unfamiliar adopted foreign word in English

+

Users may not understand the meaning of an unfamiliar word adopted from another language: + "We need to leave town pronto (quickly). +

+
+
+

Example 7: Unfamiliar adopted words in Japanese

+

In Japanese, Kata-kana is used for adopted foreign words. If words are unfamiliar + to users, provide the meaning or translation so that users can understand them. +

+

+ アクセシビリティ（高齢者・障害者を含む全ての人が利用できること）は、Webサイトに不可欠である。 + +

+

English translation: "Accessibility" (it can be accessed by all users including elderly + people and people with disabilities) is an essential aspect of the Websites. +

+

+ レイアウトテーブルとCSSの併用をハイブリッド（複合型）という。 + +

+

English translation: Using both layout table and CSS is called "hybrid" (combination + of multiple forms). +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each word or phrase used in an unusual or restricted way:

+ +
    + +
  1. Check that a definition is provided for the word or phrase
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G102.html b/wcag21/techniques/general/G102.html new file mode 100644 index 0000000..36922fa --- /dev/null +++ b/wcag21/techniques/general/G102.html @@ -0,0 +1,235 @@ + + + + + G102: Providing the expansion or explanation of an abbreviation + + + + + + + +

Providing the expansion or explanation of an abbreviation

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology containing text.

+

This technique relates to Success Criterion 3.1.4: Abbreviations (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to provide information necessary to understand + an abbreviation. +

+

An abbreviation is the shortened form of a word, phrase, or name. For most abbreviations, + providing the full word, phrase, or name is sufficient. +

+

Some abbreviations represent words or phrases that are borrowed from a foreign language. + For instance, many commonly used abbreviations in English are derived from Latin phrases, + such as the short list of examples given below. The expanded form is only provided + here as background information. For this category of abbreviations, providing an explanation + is more helpful than the original expanded form, and the explanation of the abbreviation + is provided instead of the expansion. +

+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
AbbreviationLatin expansionExplanation
a.m.ante meridiembefore noon; in the morning
p.m.post meridiemafter noon; in the afternoon
e.g.exempli gratiafor example
cfconfer/conferaturcompare
+

If abbreviations do not need an expansion (for example, because the original expansion + has been rejected by the organization that it refers to or if the abbreviation has + become part of the language), provide an explanation, if appropriate, or treat the + abbreviation as a word that does not require explanation. +

+
+
+

Examples

+
+

Example 1: ADA

+

Some abbreviations have more than one meaning, and the meaning depends on the context. + For example, ADA means "American Dental Association" in one context and "Americans + with Disabilities Act" in another. Only the expansion relevant to the context needs + to be provided. +

+
+
+

Example 2: English abbreviations for phrases borrowed from Latin

+

In the following sentence, the explanation "for example" would be provided for "e.g.": + Students participating in team sports, e.g., basketball or football, must set their + schedules around team practice time. +

+
+
+

Example 3: ABS

+

Some languages (including English and Dutch) borrowed the acronym ABS (Antiblockiersystem: + anti-lock brakes) from German. An explanation (anti-lock brakes) is provided, rather + than the expansion +

+
+
+

Example 4: acronyms with no expansion

+

Examples of acronyms which no longer have expansions include

+
    + +
  • SIL, which used to mean Summer Institute of Linguistics, is now a name in its own + right. See + SIL history. +
    • + +
  • IMS, which used to mean Instructional Management Systems, is now a name in its own + right. +
    • + +
+

For this category of examples, a short explanation of what the organization is or + does is sufficient. +

+
+
+

Example 5: Phrases that were once abbreviations, but have become part of the language

+

The Dutch fragment "'s nachts" meaning "at night" was originally an abbreviation for + "des nachts". In the current Dutch language, the word "des" is rarely used anymore + and perceived as archaic. Providing an expansion could be confusing. For "'s nachts" + an expansion is not provided. +

+

The English phrase "o'clock" was originally an abbreviation for "of the clock". Since + then, "o'clock" has become part of the English language and an expansion does not + need to be provided. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each abbreviation in the content,

+ +
    + +
  1. If the abbreviation has no expanded form, an explanation is provided.
    2. + +
  2. If the expanded form of the abbreviation is in a different language than the content, + an explanation is provided. +
    3. + +
  3. Otherwise, the expanded form is provided.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All the checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G103.html b/wcag21/techniques/general/G103.html new file mode 100644 index 0000000..5350c72 --- /dev/null +++ b/wcag21/techniques/general/G103.html @@ -0,0 +1,157 @@ + + + + + G103: Providing visual illustrations, pictures, and symbols to help explain ideas, events, + and processes + + + + + + + + +

Providing visual illustrations, pictures, and symbols to help explain ideas, events, + and processes +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 3.1.5: Reading Level (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide visual illustrations that help users + with reading disabilities understand difficult text that describes concepts or processes. + The illustrations are provided in addition to the text. +

+

Users with disabilities that make it difficult to decode words and sentences are likely + to have trouble reading and understanding complex text. Charts, diagrams, + animations, photographs, graphic organizers, or other visual materials often help + these users. For example: +

+
    + +
  • Charts and graphs help users understand complex data.
    • + +
  • Diagrams, flowcharts, videos, and animations help users understand processes.
    • + +
  • Concept maps and other graphic organizers help users understand how ideas are related + to each other. +
    • + +
  • Photographs, drawings, and videos can help users understand natural or historical + events or objects. +
    • + +
+
+
+

Examples

+
+

Example 1: An annual report for a company

+

An annual report discusses multiple factors that influenced the company's performance + in the past year. The report also includes charts and graphs that illustrate how these + factors interact. Each chart or graph has a text alternative as required by + Success Criterion 1.1.1. Each one also has a number in its caption (e.g., “Figure 7"). These numbers are + used in the text to reference the charts or graphs. +

+
+
+

Example 2: Screen shots in technical documentation

+

Online documentation for a product includes step by step instructions. Each step is + illustrated by a screen shot that shows the visual appearance of the screen. Each + screen shot has text alternatives as required by Success Criterion 1.1.1. +

+
+
+

Example 3: Illustrations of a complex natural event

+

A Web site discusses the tsunami of 2004. The site describes how the tsunami affected + different places around the Indian Ocean. Photographs of the devastation in each area + are included. Each photograph has a text alternative as required by Success Criterion + 1.1.1. The site also explains what happens underwater during a tsunami. The explanation + is accompanied by an animation that shows how a tsunami occurs and spreads over the + ocean. The animation has a text alternative as required by Success Criterion 1.1.1. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+
    + +
  • Tufte, Edward. Envisioning information. Cheshire, Conn.: Graphics Press. 1990.
    • + +
  • Tufte, Edward. The visual display of quantitative information. Cheshire, Conn.: Graphics + Press. 1983. +
    • + +
  • Tufte, Edward. Visual explanations: images and quantities, evidence and narrative. + Cheshire, Conn.: 1997. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify text that discusses ideas or processes that must be understood in order to + use the content. +
    2. + +
  2. Check if visual illustrations are available in the content or through links within + the content. +
    3. + +
  3. Check that visual illustrations show the concepts or processes discussed in the text.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G105.html b/wcag21/techniques/general/G105.html new file mode 100644 index 0000000..1ae6867 --- /dev/null +++ b/wcag21/techniques/general/G105.html @@ -0,0 +1,128 @@ + + + + + G105: Saving data so that it can be used after a user re-authenticates + + + + + + + +

Saving data so that it can be used after a user re-authenticates

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Web pages that require user authentication and limit the time available for submitting + data. +

+

This technique relates to Success Criterion 2.2.5: Re-authenticating (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

Web servers that require user authentication often terminate the session after a set + period of time if there is no activity from the user. If the user is unable to input + the data quickly enough and the session times out before they submit, the server will + require re-authentication before proceeding. When this happens, the server stores + the data in a temporary cache while the user logs in, and when the user has re-authenticated, + the data is made available from the cache and the form is processed as if there had + never been a session time-out. The server does not keep the cache indefinitely, merely + long enough to ensure success after re-authentication in a single user session, such + as one day. +

+
+
+

Examples

+
    + +
  • A user logs in to use a forum and replies to a post. The time taken to write the reply + is longer than the time allowed by the server for a session of inactivity. The user + submits the reply and is informed of the time out and prompted to log in again to + submit the response. The user's post reply is retained by the server and if the user + log-in is successful the reply is processed as normal. If the log-in cannot be successfully + completed the reply is discarded. +
    • + +
  • A user logs in to a secure area and fills out a form. The session times out for security + reasons. The form data is retained by the server and the user is informed of the time + out and is prompted to log-in again. If the user logs in correctly, the form is presented + to the user with all of the data previously entered and user can submit the form. + If the log-in cannot be successfully completed the form data is discarded. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

On a site that requires user login to submit data,

+ +
    + +
  1. Log in and begin the timed activity.
    2. + +
  2. Allow the session to time out.
    3. + +
  3. Submit the data.
    4. + +
  4. Re-authenticate.
    5. + +
  5. Check that the process can continue and be completed without loss of data, including + the original data and any changes made after re-authentication. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • #5 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G107.html b/wcag21/techniques/general/G107.html new file mode 100644 index 0000000..c214958 --- /dev/null +++ b/wcag21/techniques/general/G107.html @@ -0,0 +1,103 @@ + + + + + G107: Using "activate" rather than "focus" as a trigger for changes of context + + + + + + + +

Using "activate" rather than "focus" as a trigger for changes of context

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to Success Criterion 3.2.1: On Focus (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a method for activating things that + is predictable by the user. Users with cognitive disabilities and people using screen + readers or screen magnifiers may be confused by an unexpected event such as automatic + form submission or activation of a function that causes a change of context. +

+

With this technique, all changes of context would be triggered only by a specific + action on the part of the user. Further, that action would be one that usually causes + changes in context, such as clicking on a link or pressing a submit button. Actions + that simply move the focus to an element would not cause a change of context. +

+
+
+

Examples

+
+

Example 1

+
    + +
  • A page pops up a new window only when the user clicks(or uses spacebar) on a button + rather than using onfocus to pop up a new window. +
    • + +
  • A submit button is used to move on to the next data entry screen rather than having + the next screen appear automatically when the user tabbed onto a 'done' button. +
    • + +
+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Using a keyboard, cycle focus through all content
    2. + +
  2. Check that no changes of context occur when any component receives focus.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G108.html b/wcag21/techniques/general/G108.html new file mode 100644 index 0000000..328c7a0 --- /dev/null +++ b/wcag21/techniques/general/G108.html @@ -0,0 +1,137 @@ + + + + + G108: Using markup features to expose the name and role, allow user-settable properties + to be directly set, and provide notification of changes + + + + + + + + +

Using markup features to expose the name and role, allow user-settable properties + to be directly set, and provide notification of changes +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Markup technologies where it is possible to expose the name and role, allow + user-settable properties to be directly set, and provide notification of + changes. +

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to allow assistive technology to + understand Web content so that it can convey equivalent information to the + user through an alternate user interface and allow them to operate controls + through the AT. +

+

This technique involves using standard, documented and supported features to + expose these properties to AT. It relies on the fact that these standard + controls in standard browsers meet the requirements. +

+

For HTML these assumptions are good. They may also be appropriate for some + other technologies. +

+

Even when the components support accessibility, it is essential that some + information be provided by the author. For example, a control may have the + ability to provide a name but the author still has to provide the name. The + role attribute however may already be provided since it is a standard + component with a fixed role. +

+
+
+

Examples

+
+

Example 1

+

Example 1: A Web page written in HTML or XHTML uses standard form + controls, and identifies the form control using the title attribute. + The user agent makes information about these controls, including the + name, available to assistive technology through the DOM and through + a platform-specific Accessibility API. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Visually inspect the markup or use a tool.
    2. + +
  2. Check that proper markup is used such that the name and role, + for each user interface component can be determined. +
    3. + +
  3. Check that proper markup is used such that the user interface + components that accept user input can all be operated from AT. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Step #2 and #3 are both true for each user interface component
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G11.html b/wcag21/techniques/general/G11.html new file mode 100644 index 0000000..2a921db --- /dev/null +++ b/wcag21/techniques/general/G11.html @@ -0,0 +1,118 @@ + + + + + G11: Creating content that blinks for less than 5 seconds + + + + + + + +

Creating content that blinks for less than 5 seconds

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support blinking content.

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Sufficient). +

+
+
+

Description

+

The objective of this technique is to minimize the distraction caused by blinking + content and enable users to re-focus on the other content on the page. +

+

Blinking content can be created using a variety of technologies, many of which include + options to loop blinking content continuously or to otherwise specify the amount of + time the blinking content is displayed. Limiting the blinking of content to five seconds + minimizes the distraction that blinking can cause. This will benefit people with certain + types of learning disabilities and people with low vision. +

+
+
+

Examples

+
    + +
  • An animated image is used to highlight items on sale. Within a list of items for purchase, + an image of a red tag followed by the phrase "On sale" is used to indicate items being + offered at a reduced price. The image of the red tag blinks on loading of the page + and stops within five seconds. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find all items that blink.
    2. + +
  2. For each item that blinks, determine if the interval between the start and end of + the blinking is less than five seconds. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G110.html b/wcag21/techniques/general/G110.html new file mode 100644 index 0000000..6a0fedf --- /dev/null +++ b/wcag21/techniques/general/G110.html @@ -0,0 +1,124 @@ + + + + + G110: Using an instant client-side redirect + + + + + + + +

Using an instant client-side redirect

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to Success Criterion 3.2.5: Change on Request (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to enable redirects on the client side + without confusing the user. Redirects are preferably implemented on the + server side (see SVR1: Implementing automatic redirects on the server side instead of on the client side), because a server-side + redirect does not cause new content to be displayed before the server sends + the content located at the new URI. However, authors do not always have + control over server-side technologies; in that case, they can use a + client-side redirect. A client-side redirect is implemented by code inside + the content that instructs the user agent to retrieve content from a + different URI. It is important that the redirecting page or Web page + only contains information related to the redirect. +

+
+
+

Examples

+
+

Example 1: HTML: + + meta + + Refresh With a URI and No Timeout +

+

In HTML 4.x and XHTML 1.x, it is possible to implement a client-side + redirect using the + + meta + + element: see + H76: Using meta refresh to create an instant client-side redirect. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find each link or programmatic reference to another page or + Web page. +
    2. + +
  2. For each link or programmatic reference, check if the referenced + Web page contains code (e.g., meta element or script) that + causes a client-side redirect. +
    3. + +
  3. For each link or programmatic reference that causes a + client-side redirect, check if the redirect is implemented + without a time limit or delay and that the page only contains + information related to the redirect. +
    4. + +
+ +
+
+

Expected Results

+ +

Step 2 is false or step 3 is true.

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G111.html b/wcag21/techniques/general/G111.html new file mode 100644 index 0000000..cf0f0c2 --- /dev/null +++ b/wcag21/techniques/general/G111.html @@ -0,0 +1,123 @@ + + + + + G111: Using color and pattern + + + + + + + +

Using color and pattern

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support images.

+

This technique relates to Success Criterion 1.4.1: Use of Color (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that when color differences are used + to convey information within non-text content, patterns are included to convey the + same information in a manner that does not depend on color. +

+
+
+

Examples

+
+

Example 1

+

A real estate site provides a bar chart of average housing prices in several regions + of the United States. The bar for each region is displayed with a different solid + color and a different pattern. The legend uses the same colors and patterns to identify + each bar. +

+
+
+

Example 2

+

An on-line map of a transportation system displays each route in a different color. + The stops on each route are marked with a distinctive icon such as a diamond, square, + or circle to help differentiate each route. +

+
+
+

Example 3

+

A flow chart describes a set of iterative steps to complete a process. It uses dashed, + arrowed lines with a green background to point to the next step in the process when + the specified condition passes. It uses dotted arrowed lines with a red background + to point to the next step in the process when the specified condition fails. +

+
+
+

Example 4

+

The content includes an interactive game. The game pieces for the 4 players are distinguished + from one another using both color and pattern. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each image within the Web page that use color differences to convey information:

+ +
    + +
  1. Check that all information that is conveyed using color is also conveyed using patterns + that do not rely on color. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G112.html b/wcag21/techniques/general/G112.html new file mode 100644 index 0000000..8c394cc --- /dev/null +++ b/wcag21/techniques/general/G112.html @@ -0,0 +1,133 @@ + + + + + G112: Using inline definitions + + + + + + + +

Using inline definitions

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology containing text.

+

This technique relates to Success Criterion 3.1.3: Unusual Words (Sufficient using a more specific technique as a way to meet G101: Providing the definition of a word or phrase used in an unusual or restricted + way). +

+
+
+

Description

+

The objective of this technique is to provide a definition in context for any word + used in an unusual or restricted way. The definition is provided in the text, either + just before or just after the word is used. The definition may be included in the + same sentence as the word that is being defined, or in a separate sentence. +

+
+
+

Examples

+
+

Example 1: Ether

+

He believed that sound traveled through the ether, which was thought to be a substance + that filled interplanetary space. +

+
+
+

Example 2: Driver

+

It may be necessary to update the driver for your printer (the driver is software + that contains specific instructions for your printer). +

+
+
+

Example 3: W3C key words

+

Definition: The key words "must", "must not", "required", "shall", "shall not", "should", + "should not", "recommended", "may", and "optional" in this specification are to be + interpreted as described in + RFC 2119. +

+
+
+

Example 4: A Japanese idiomatic expression defined in context

+

This example uses parentheses to provide the definition of an idiomatic expression + in Japanese. The phrase in Japanese says that "he throws a spoon." It means that there + was nothing he can do and finally he gives up. +

+

+ さじを投げる（どうすることもできなくなり、あきらめること）。 + +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each word or phrase used in an unusual or restricted way:

+ +
    + +
  1. Check that the word is defined in text either before or after the first occurrence + of the word. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G115.html b/wcag21/techniques/general/G115.html new file mode 100644 index 0000000..a6f39e7 --- /dev/null +++ b/wcag21/techniques/general/G115.html @@ -0,0 +1,250 @@ + + + + + G115: Using semantic elements to mark up structure + + + + + + + +

Using semantic elements to mark up structure

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Markup languages, including HTML 4.01, XHTML 1.x

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient, together with H49: Using semantic markup to mark emphasized or special text). +

+
+
+

Description

+

The objective of this technique is to mark up the structure of the Web content using + the appropriate semantic elements. In other words, the elements are used according + to their meaning, not because of the way they appear visually. +

+

Using the appropriate semantic elements will make sure the structure is available + to the user agent. This involves explicitly indicating the role that different units + have in understanding the meaning of the content. The nature of a piece of content + as a paragraph, header, emphasized text, table, etc. can all be indicated in this + way. In some cases, the relationships between units of content should also be indicated, + such as between headings and subheadings, or amongst the cells of a table. The user + agent can then make the structure perceivable to the user, for example using a different + visual presentation for different types of structures or by using a different voice + or pitch in an auditory presentation. +

+

In HTML, for example, phrase-level elements such as + + em + , + + abbr + , and + + cite + + add semantic information within sentences, marking text for emphasis and identifying + abbreviations and citations, respectively. MathML, a markup language designed to maintain + important distinctions between structure and presentation in mathematics, includes + special "presentation" markup for the complex notations used to represent mathematical + ideas as well as "content" (semantic) markup for the mathematical ideas themselves. +

+
+
+

Examples

+
+

Example 1

+

A paragraph contains a hyperlink to another page. The hyperlink is marked up using + the + + a + + element. + 

+              <p>Do you want to try our new tool yourself? A free 
+                demonstration version is available in our 
+                <a href="download.html">download section</a></p>
+
+
+

Example 2

+

A page about the history of marriage uses a quotation from Jane Austen's novel, Pride + and Prejudice, as an example. The reference to the book is marked up using the + + cite + + element and the quotation itself is marked up using the + + blockquote + + element. + 

+              <p>Marriage was considered a logical step for a bachelor, 
+                as can be seen in the first chapter of the novel 
+                <cite>Pride and Prejudice</cite>:</p>
+                <blockquote>
+                <p>It is a truth universally acknowledged, that a single man in
+                possession of a good fortune, must be in want of a wife.</p>
+                <p>However little known the feelings or views of such a man may
+                be on his first entering a neighbourhood, this truth is so well
+                fixed in the minds of the surrounding families, that he is considered
+                the rightful property of some one or other of their daughters.</p>
+                </blockquote>
+
+
+

Example 3

+

A car manual explains how to start the engine. The instructions include a warning + to make sure the gear is in neutral. The author feels the warning is so important + that it should be emphasized so the warning is marked up using the + + strong + + element. + 

+              <h1>How to start the engine</h1>
+                <p>Before starting the engine, <strong>make sure the gear 
+                is in neutral</strong>. Next, turn the key in the ignition. 
+                The engine should start.</p>
+
+
+

Example 4

+

This example shows how to use the + + em + + and + + strong + + elements to emphasize text. + 

+              <p>What she <em>really</em> meant to say was, 
+                "This is not ok, it is <strong>excellent</strong>!"</p>
+
+
+

Example 5: Using highlighting and background color to visually and semantically identify + important information. + 

+              <style type="text/css">
+                .vocab {
+                background-color:cyan;
+                font-style:normal;
+                }
+                </style>
+                ...
+                <p>New vocabulary words are emphasized and highlighted 
+                with a cyan background</p>
+                <p>The <em class="vocab">scathing</em> review of the play 
+                seemed a bit too harsh... </p>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check if there are parts of the content that have a semantic function.
    2. + +
  2. For each part that has a semantic function, if corresponding semantic markup exists + in the technology, check that the content has been marked up using that semantic markup. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G117.html b/wcag21/techniques/general/G117.html new file mode 100644 index 0000000..37ca83f --- /dev/null +++ b/wcag21/techniques/general/G117.html @@ -0,0 +1,138 @@ + + + + + G117: Using text to convey information that is conveyed by variations in presentation of + text + + + + + + + + +

Using text to convey information that is conveyed by variations in presentation of + text +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support variations in the visual presentation of text.

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that information conveyed through variations + in the formatting of text is conveyed in text as well. When the visual appearance + of text is varied to convey information, state the information explicitly in the text. + Variations in the visual appearance can be made by changes in font face, font size, + underline, strike through and various other text attributes. When these types of variations + convey information, that information needs to be available elsewhere in the content + via text. Including additional sections in the document or an inline description where + the variation in presentation of text occurs can be used to convey the information. +

+
+
+

Examples

+
+

Example 1: Indicating new content with boldface and a text indicator

+

The following example shows a list of accessibility standards. WCAG 2.0 is new, so + is indicated in bold face. To avoid conveying information solely by presentation, + the word "(new)" is included after it as well. + 

+              <h2>Web Accessibility Guidelines</h2>
+                <ul>
+                <li><strong>WCAG 2.0 (New)</strong></li>
+                <li>WCAG 1.0</li>
+                <li>Section 508</li>
+                <li>JIS X 8341-3</li>
+                ...
+                </ul>
+
+
+

Example 2: Font variations and explicit statements.

+

An on-line document has gone through multiple drafts. Insertions are underlined and + deletions are struck through. At the end of the draft a "change history" lists all + changes made to each draft. +

+
+
+

Example 3: Providing an alternate way to know which words in the text have been identified + by using a different font. +

+

An on-line test requires students to write a short summary of a longer document. The + summary must contain certain words from the original document. When a sentence in + the original document contains a word or phrase that must be used in the summary, + the word or phrase is shown in a different font than the rest of the sentence. A separate + section also lists all the words and phrases that must be used in the summary. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find items where variations in presentation of text are used to convey information.
    2. + +
  2. For those items, check to determine if information conveyed visually is also stated + explicitly in text. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G120.html b/wcag21/techniques/general/G120.html new file mode 100644 index 0000000..5a372a4 --- /dev/null +++ b/wcag21/techniques/general/G120.html @@ -0,0 +1,114 @@ + + + + + G120: Providing the pronunciation immediately following the word + + + + + + + +

Providing the pronunciation immediately following the word

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 3.1.6: Pronunciation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to make the pronunciation of a word available by + providing the pronunciation after the word at least the first time it occurs within + a Web page. +

+

When a Web page contains words with the same spelling but different pronunciations, + this technique is not appropriate for providing the pronunciation unless it is provided + for each instance. +

+

This technique is applied to the first occurrence of an abbreviation in a Web page. + When combining multiple resources into a single Web page, the abbreviation would be + expanded at the beginning of each resource. In this case, however, using a different + technique for providing the expanded form may be more appropriate. +

+
+
+

Examples

+
+

Example 1

+

In the following example of Japanese text, the information giving the pronunciation + in Han characters(Kanji) is rendered in parentheses immediately following the text. + 

+              <p> 慶應大学 (けいおうだいがく) </p>
+
+
+ +
+

Tests

+
+

Procedure

+ +

For each word that requires pronunciation information:

+ +
    + +
  1. Search for the first use of that word in the Web page.
    2. + +
  2. Check that the first use is immediately followed by the pronunciation of the word.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G121.html b/wcag21/techniques/general/G121.html new file mode 100644 index 0000000..4d4cd06 --- /dev/null +++ b/wcag21/techniques/general/G121.html @@ -0,0 +1,122 @@ + + + + + G121: Linking to pronunciations + + + + + + + +

Linking to pronunciations

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that include links.

+

This technique relates to Success Criterion 3.1.6: Pronunciation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to make the pronunciation of a word available by + providing information about the pronunciation, either within the same Web page or + in a different Web page, and establishing a link between the item and its pronunciation. +

+
+
+

Examples

+
+

Example 1

+

A word is linked to its entry in a dictionary that includes pronunciation information.

+
+
+

Example 2

+

A word is linked to a sound file that will speak the pronunciation.

+
+
+

Example 3

+

A word in linked to its entry in a pronouncing dictionary.

+
+
+

Example 4

+

A word is linked to an International Phonetic Alphabet (IPA) representation of its + pronunciation. +

+
+
+

Example 5

+

A word is linked to an unambiguous phonetic spelling of the pronunciation.

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each word that requires pronunciation information:

+ +
    + +
  1. Check that at least the first instance of the item is a link.
    2. + +
  2. Check that each link navigates to information about the pronunciation of the item.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G123.html b/wcag21/techniques/general/G123.html new file mode 100644 index 0000000..2410025 --- /dev/null +++ b/wcag21/techniques/general/G123.html @@ -0,0 +1,199 @@ + + + + + G123: Adding a link at the beginning of a block of repeated content to go to the end of + the block + + + + + + + + +

Adding a link at the beginning of a block of repeated content to go to the end of + the block +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain links.

+

This technique relates to Success Criterion 2.4.1: Bypass Blocks (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to provide a mechanism to bypass a block of material + by skipping to the end of the block. The first link in the block or the link directly + preceding the block moves focus to the content immediately after the block. Activating + the link advances the keyboard focus past the block. When there are multiple blocks + to be skipped, the user skips from block to block via these links. +

+
+
+

Examples

+ +
+

Example 2: A book index

+

A book contains an index that is divided into a set of pages. In the content at the + beginning of each page of the index are links for each letter of the alphabet, linking + into the index where the entries start with that letter. The first link in the set + is titled "Skip Links into Index". A user activates this link to skip over the links. +

+
+ +
+

Example 4: HTML page with several blocks of navigation links

+

This example demonstrates both the use of Heading elements at the beginning of each + section (H69) and links that skip to the end of each section. This allows people to + skip blocks of repeated content using keyboard navigation or using heading navigation, + depending on the capabilities of their user agents. Note that some sections of the + content are wrapped in a + div + element to work around a limitation of Internet Explorer (see the User Agents Notes + for Creating HTML links to skip blocks of content (future link)). + 

+              <p><a href="#content">Content title</a></p>
+                <h2>Main Navigation</h2>
+                <ul>
+                <li><a href="#subnav">Sub Navigation</a></li>
+                <li><a href="/a/">Link A</a></li>
+                <li><a href="/b/">Link B</a></li>
+                <li><a href="/c/">Link C</a></li>
+                ...
+                <li><a href="/j/">Link J</a></li>
+                </ul>
+                <div class="iekbfix">
+                <h2 id="subnav">Sub Navigation</h2>
+                <ul>
+                <li><a href="#ultranav">Ultra Sub Navigation</a></li>
+                <li><a href="/suba/">Sub A</a></li>
+                <li><a href="/subb/">Sub B</a></li>
+                <li><a href="/subc/">Sub C</a></li>
+                ...
+                <li><a href="/subj/">Sub J</a></li>
+                </ul>
+                </div>
+                <div class="iekbfix">
+                <h2 id="ultranav">Ultra Sub Navigation</h2>
+                <ul>
+                <li><a href="#content">Content title</a></li>
+                <li><a href="/ultraa/">Ultra A</a></li>
+                <li><a href="/ultrab/">Ultra B</a></li>
+                <li><a href="/ultrac/">Ultra C</a></li>
+                ...
+                <li><a href="/ultraj/">Ultra J</a></li>
+                </ul>
+                </div>
+                <div>
+                <h2 id="content">Content title</h2>
+                <p>Now that I have your attention...</p>
+                </div>
+

And the CSS

+              div.iekbfix {
+                width: 100%;
+                }
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that a link is the last focusable control before the block of repeated content + or the first link in the block. +
    2. + +
  2. Check that the description of the link communicates that it skips the block.
    3. + +
  3. Check that the link is either always visible or visible when it has keyboard focus.
    4. + +
  4. Check that after activating the link, the keyboard focus has moved to the content + immediately after the block. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G124.html b/wcag21/techniques/general/G124.html new file mode 100644 index 0000000..d56e08d --- /dev/null +++ b/wcag21/techniques/general/G124.html @@ -0,0 +1,129 @@ + + + + + G124: Adding links at the top of the page to each area of the content + + + + + + + +

Adding links at the top of the page to each area of the content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain links

+

This technique relates to Success Criterion 2.4.1: Bypass Blocks (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to provide a mechanism to bypass blocks of material + by providing a list of links to the different sections of the content. The links in + this list, like a small table of contents at the beginning of the content, set focus + to the different sections of the content. This technique is particularly useful for + pages with many independent sections, such as portals. It may also be combined with + other techniques for skipping blocks within a section. +

+
+
+

Examples

+
+

Example 1

+

The Web pages on a site all start with three links that navigate to the main content + of that Web page, the search field, and the navigation bar. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each link in the set of links provided for this purpose:

+ +
    + +
  1. Check that the only controls in the Web page that precede the link are other links + in the set. +
    2. + +
  2. Check that the description of each link communicates that it links to some section + of the content. +
    3. + +
  3. Check that the link is either always visible or visible when it has keyboard focus.
    4. + +
  4. Check that activating the link moves the focus to that section of the content.
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G125.html b/wcag21/techniques/general/G125.html new file mode 100644 index 0000000..64c3773 --- /dev/null +++ b/wcag21/techniques/general/G125.html @@ -0,0 +1,125 @@ + + + + + G125: Providing links to navigate to related Web pages + + + + + + + +

Providing links to navigate to related Web pages

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain links

+

This technique relates to Success Criterion 2.4.5: Multiple Ways (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to make it possible for users to locate additional + information by providing links to related Web pages. + It is one of a series of techniques for locating content that are sufficient for addressing + Success Criterion 2.4.5. + Links are a basic component of the World Wide Web. They are the mechanism that makes + the Web an interconnected Web of content. Most authors employ this technique automatically + when creating Web pages. +

+
+
+

Examples

+
+

Example 1

+

The + Web Content Accessibility Guidelines 2.0 + contains links to definitions of terms used in guidelines and Success Criteria, links + to documents explaining how to meet different Success Criteria, a table of contents + for each section containing links to different subsections of that section, and a + Comparison of WCAG 1.0 checkpoints to WCAG 2.0. As users browse the document, they can follow these links to find related information. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each link in the Web page:

+ +
    + +
  1. Check whether the link leads to related information.
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G126.html b/wcag21/techniques/general/G126.html new file mode 100644 index 0000000..ff1d50b --- /dev/null +++ b/wcag21/techniques/general/G126.html @@ -0,0 +1,127 @@ + + + + + G126: Providing a list of links to all other Web pages + + + + + + + +

Providing a list of links to all other Web pages

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain links

+

This technique relates to Success Criterion 2.4.5: Multiple Ways (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to provide a list of links to all the Web pages + in the set on each Web page. It is one of a series of techniques for locating content + that are sufficient for addressing Success Criterion 2.4.5. + This technique is only effective for small sets of Web pages; if the list of links + is longer than the rest of the content in the Web page, it may make the Web page more + difficult for users to understand and use. +

+
+
Note
+
+ +

Success Criterion 2.4.1 requires a technique for skipping this list of links.

+ +
+
+
+
+

Examples

+
+

Example 1

+

A family Web site contains home pages for all the members of the family. Each page + contains a list of links to the home pages of the other family members. +

+
+
+

Example 2

+

An electonic book is broken into separate Web pages for each chapter. Each Web page + starts with a small table of contents that contains links to all the chapters in the + book. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that each Web page contains a list of links to the other Web pages in the site
    2. + +
  2. Check that the links in the list lead to the corresponding Web pages.
    3. + +
  3. Check that the list contains a link for every Web page in the site.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G127.html b/wcag21/techniques/general/G127.html new file mode 100644 index 0000000..b2a7742 --- /dev/null +++ b/wcag21/techniques/general/G127.html @@ -0,0 +1,132 @@ + + + + + G127: Identifying a Web page's relationship to a larger collection of Web pages + + + + + + + +

Identifying a Web page's relationship to a larger collection of Web pages

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to enable users to identify the relationship between + the current Web page and other Web pages in the same collection (e.g., on the same + Web site). In some cases this can be done programmatically—for example by using the + + rel + + attribute of the + + link + + element in HTML. In other cases the information is provided by including the relevant + information in the title of the Web page. +

+
+
+

Examples

+
+

Example 1: The title of a Web page includes the name of the sub-site

+

A large Web site includes tutorials and reference materials for numerous technologies. + The title of each Web page includes the name of the sub-site as well as the organization + that produces the site. +

+
+
+

Example 2: Including identifying information in metadata

+

A Web page includes metadata that identifies it as the table of contents for a collection + of documents. The metadata for each document in the collection identifies the document's + position in the collection and provides a reference to the table of contents. +

+
+
+

Example 3: Chapters in an online textbook

+

An online textbook is divided into chapters. The title of each Web page includes the + number and title of the chapter as well as the title of the textbook. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check if the title of the Web page describes the Web page's relationship to the collection + to which it belongs. +
    2. + +
  2. Check if the Web page includes metadata identifying the Web page's relationship to + the collection to which it belongs. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 or check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G128.html b/wcag21/techniques/general/G128.html new file mode 100644 index 0000000..59012ee --- /dev/null +++ b/wcag21/techniques/general/G128.html @@ -0,0 +1,142 @@ + + + + + G128: Indicating current location within navigation bars + + + + + + + +

Indicating current location within navigation bars

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.4.8: Location (Sufficient). +

+
+
+

Description

+

The objective of this technique is to help orient the user by providing information + about the current location via the navigational user interface component. This technique + is especially useful when the Web pages are steps in a task that must be processed + in order. Providing this indication helps the user to better understand his place + in the sequence. The location may be indicated by adding an icon or text, or by changing + the state of the item. +

+
+
+

Examples

+
+

Example 1

+

A Web page implements tab panel style navigation. A list of panel tabs is displayed + horizontally across the page. The current content is displayed in a panel below the + list of panel tabs. When the user navigates to and selects a particular panel tab + the content in the panel is updated to reflect the topic of the selected tab. In addition, + the background color of the selected tab is changed from the default color and a check + mark icon is displayed next to the tab panel text to indicate it is the active panel. + The check mark icon includes an appropriate text alternative. +

+
+
+

Example 2

+

The layout for a Web page uses a frameset and frames. One of the frames is designated + as the navigation frame and another frame displays the content of the Web site. When + the user selects a link in the navigation frame, the information related to the link + is displayed within the content frame. The text for the selected item in the navigation + frame is updated with an asterisk character to indicate that it is the selected topic. +

+
+
+

Example 3

+

The navigation bar for a site is implemented as a list of links. The navigation bar + appears on all Web pages within a collection of Web pages. As the user gives focus + to or hovers over a particular link in the navigation bar the background color of + the link is changed. This change in styling on mouseover or focus is specified via + the cascading style sheet for the Web page. When focus is removed from the link the + style is reset to the normal link style. When the link is activated to change the + contents of the page, the selected link within the navigation bar is disabled since + the result of following this link is the Web page currently being displayed. Changing + the background color gives sighted users visual notification of the link to be selected. + Disabling the link provides information to all users that it is the currently selected + topic. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

When the navigation component is repeated within a set of Web pages:

+ +
    + +
  1. Check that the user is given an indication of the currently selected item within the + navigational unit. +
    2. + +
  2. Check that the selected item matches the content which is being displayed.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G13.html b/wcag21/techniques/general/G13.html new file mode 100644 index 0000000..bfc006d --- /dev/null +++ b/wcag21/techniques/general/G13.html @@ -0,0 +1,143 @@ + + + + + G13: Describing what will happen before a change to a form control that causes a change + of context to occur is made + + + + + + + + +

Describing what will happen before a change to a form control that causes a change + of context to occur is made +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide information to users about + what will happen when a change to a form control results in a change of + context. Because changing the value of a form control does not typically + result in a change of context, it is important that authors provide + instructions that make the user aware of the behavior in advance. Where + possible, it is a good idea to programmatically associate the instructions + describing the change with the form control itself. +

+

The following are some examples of how to provide the instruction in different situations.

+
    + +
  • Provide instruction on the Web page with reading order that precedes the user interface + element that causes change of context by change of setting. +
    • + +
  • For a multi-step process where users must complete particular steps in order to reach + the user interface element where changes of setting would cause a change of context, + provide the instruction as part of the process prior to the step where they would + encounter the change of context. +
    • + +
  • In the case of an intranet where user training is required prior to the use of a Web + application where user interface elements that cause changes of context when settings + are changed, instruction is provided as part of the training. +
    • + +
+
+
+

Examples

+
    + +
  • A series of radio buttons at the top of a page include + options for German, French and Spanish. Instructions precede + the buttons that instruct the user that the language will be + changed upon selecting an option. +
    • + +
  • A 50 question online survey displays one question at a time. + Instructions appear at the beginning of the survey that + explain that users will be taken to the next question of the + survey upon selecting an answer to each question. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  • Locate content where changing the setting of a form control + results in a change of context +
    • + +
  • Check to see that an explanation of what will happen when the + control is changed is available prior to the controls activation +
    • + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G130.html b/wcag21/techniques/general/G130.html new file mode 100644 index 0000000..2f3bdae --- /dev/null +++ b/wcag21/techniques/general/G130.html @@ -0,0 +1,114 @@ + + + + + G130: Providing descriptive headings + + + + + + + +

Providing descriptive headings

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.4.6: Headings and Labels (Sufficient). +

+
+
+

Description

+

The objective of this technique is to make section headings within Web content descriptive. + Descriptive headings and titles (see G88: Providing descriptive titles for Web pages) work together to give users an overview of the content and its organization. Descriptive + headings identify sections of the content in relation both to the Web page as a whole + and to other sections of the same Web page. +

+

Descriptive headings help users find specific content and orient themselves within + the Web page. +

+

Authors may also want to consider putting the most important information at the beginning + of each heading. This helps users “skim" the headings to locate the specific content + they need, and is especially helpful when browsers or assistive technology allow navigation + from heading to heading. +

+
+
+

Examples

+
+

Example 1

+

An HTML page that describes the range of tasks for disaster preparation may have the + following headings: + 

+              <h1>Disaster preparation</h1>
+                <h2>Flood preparation</h2>
+                <h2>Fire preparation</h2>
+

Note that the level 2 headings have the distinguishing information at the beginning + (ie, instead of "Preparation for floods", "Preparation for fires", etc). +

+
+
+

Example 2

+

A short article about the history of a town that explains about the founding and expansion + of the town and then goes into some depth about the current situation. The title of + the Web page is "History of Ourtown". The first section is called "The founding of + Ourtown". The second section is called "Expansion of Ourtown". The third section is + called "Ourtown today" which has the following subsections: "People in Ourtown", "Organizations + in Ourtown" and "Buildings in Ourtown". +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Determine if the Web page contains headings.
    2. + +
  2. Check that each heading identifies its section of the content.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G131.html b/wcag21/techniques/general/G131.html new file mode 100644 index 0000000..5c2f10d --- /dev/null +++ b/wcag21/techniques/general/G131.html @@ -0,0 +1,124 @@ + + + + + G131: Providing descriptive labels + + + + + + + +

Providing descriptive labels

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to ensure that the label for any interactive component + within Web content makes the component's purpose clear. Using the appropriate technology-specific + techniques for technologies for associating labels with interactive controls allows + assistive technology to recognize the label and present it to the user, therefore + allowing the user to identify the purpose of the control.The label may also be used + to include text or a text symbol indicating that input is required. + +

+
+
+

Examples

+
+

Example 1: Online maps with controls for zooming in and out

+

A Web application presents maps of a city. Users can “zoom in" to view part of the + map in greater detail, and can “zoom out" to make it show a larger part of the city. + The controls can be operated using either a mouse or a keyboard. The controls are + labeled “Zoom in (Ctrl + Shift + L)" And “Zoom out (Ctrl + Shift + R)." +

+
+
+

Example 2: A form asking the name of the user

+

A form asks 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". +

+
+
+

Example 3: A form with required fields

+

A purchasing form includes several fields that are required. In addition to identifying + the field, the label for each required field includes the word “required" in parentheses. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each interface component with a label:

+ +
    + +
  1. Identify the purpose of the interface component.
    2. + +
  2. Check that each label makes the component's purpose clear.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G133.html b/wcag21/techniques/general/G133.html new file mode 100644 index 0000000..92e44e4 --- /dev/null +++ b/wcag21/techniques/general/G133.html @@ -0,0 +1,112 @@ + + + + + G133: Providing a checkbox on the first page of a multipart form that allows users to ask + for longer session time limit or no session time limit + + + + + + + + +

Providing a checkbox on the first page of a multipart form that allows users to ask + for longer session time limit or no session time limit +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that includes multipart forms

+

This technique relates to Success Criterion 2.2.1: Timing Adjustable (Sufficient). +

+
+
+

Description

+

The objective of this technique is to minimize the risk that users with disabilities + will lose their work by providing a checkbox to request additional time to complete + multipart forms. The checkbox can allow the user to request a specific amount of additional + time (for example 15 minutes) or an indefinite extension. (Note that allowing an indefinite + extension would be inappropriate if it jeopardized user privacy or network security.) +

+
+
+

Examples

+
+

Example 1: A checkbox for requesting a specific extension

+

A Web page contains the first part of a five-part form. Immediately following the + general instructions for completing the form is a checkbox with the label, “Allow + an additional 15 minutes to complete each part of this form." +

+
+
+

Example 2: Requesting an indefinite extension

+

A Web page contains the first part of a three-part form. Each part of the form includes + more than 10 items. Some items require users to follow links for additional information. + Immediately following the general instructions for completing the form is a checkbox + with the label, “Allow as much time as I need to complete this form. I understand + that I must close (quit) the Web browser if I choose to stop before completing the + last part of the form." +

+
+
+
+

Tests

+
+

Procedure

+ +

If the Web page contains the first part of a multipart form:

+ +
    + +
  1. Check that the Web page includes a checkbox to request additional time to complete + the form. +
    2. + +
  2. Check that if the checkbox is checked, additional time is provided to complete the + form. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  1. All checks are true.
    2. + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G134.html b/wcag21/techniques/general/G134.html new file mode 100644 index 0000000..804912e --- /dev/null +++ b/wcag21/techniques/general/G134.html @@ -0,0 +1,387 @@ + + + + + G134: Validating Web pages + + + + + + + +

Validating Web pages

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any markup languages and many other technologies.

+

This technique relates to Success Criterion 4.1.1: Parsing (Sufficient). +

+
+
+

Description

+

The objective of this technique is to avoid ambiguities in Web pages + that often result from code that does not validate against formal + specifications. Each technology's mechanism to specify the technology and + technology version is used, and the Web page is validated against the + formal specification of that technology. If a validator for that technology + is available, the developer can use it. +

+

Validation will usually eliminate ambiguities (and more) because an + essential step in validation is to check for proper use of that technology's + markup (in a markup language) or code (in other technologies). Validation + does not necessarily check for full conformance with a specification but it + is the best means for automatically checking content against its + specification. +

+
+
+

Examples

+
+

Example 1: Validating HTML

+

HTML pages include a document type declaration (sometimes referred + to as + + !DOCTYPE + + statement) and are valid according to + the HTML version specified by the document type declaration. The + developer can use off-line or online validators (see Resources + below) to check the validity of the HTML pages. +

+
+
+

Example 2: Validating XML

+

XHTML, SVG, SMIL and other XML-based documents reference a Document + Type Definition (DTD) or other type of XML schema. The developer can + use online or off-line validators (including validation tools built + into editors) to check the validity of the XML documents. +

+
+
+

Example 3: Batch validation with Ant

+

The + + xmlvalidate + + task of Apache Ant can be used for + batch validation of XML files. The following Apache Ant target is a + simple example for the validation of files with the extension + + .xml + + in the directory + + dev\\Web + + (relative to the Ant build file). + 

+              
+              <target name="validate-xml"> 
+                <xmlvalidate lenient="no"> 
+                <fileset dir="dev/web" includes="*.xml" /> 
+                </xmlvalidate> 
+              </target>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +

Validating HTML and XHTML

+
    + +
  • + The W3C Markup Validation + Service + by the World Wide Web Consortium allows you + to validate HTML and XHTML files by URI, by file upload and by + direct input of complete HTML or XHTML documents. There are also + separate pages with an extended interface for file upload and + for validating by URI (advanced options such as encodings and + document types). +
    • + +
  • + Installation Documentation for the W3C Markup Validation + Service + explains how to install this service (for + example for use on an intranet). +
    • + +
  • + WDG HTML + Validator + by the Web Design Group allows you to enter + a URI to validate single pages or entire sites. There are also + versions to validate Web pages in batch mode (by specifying one + or more URIs of HTML documents to validate), by file upload and + by direct input of HTML code. +
    • + +
  • + Offline HTMLHelp.com Validator + is a tool for Unix + users; it is the off-line version of the online WDG HTML + Validator. +
    • + +
  • + Off-line HTML + Validator – A clipbook for NoteTab + by Professor Igor + Podlubny is an extension for the programming editor NoteTab. It + uses + James Clark's + open-source SGML parser, which is also used by the + W3C Markup Validation Service. +
    • + +
  • + Do-it-yourself Offline HTML Validator + by Matti + Tukiainen explains how you can create a simple validator with + James Clark's SGML parser on Windows. +
    • + +
  • + Validating an entire site + by Peter Kranz explains + how you can install a modified version of the W3C Markup + Validation Service that outputs validation results as XML on Mac + OS. Source code (in Perl and Python) is available. +
    • + + +
  • + Can I use the W3C MarkUp Validation Service to validate + HTML? + explains how you can validate HTML from within + the free editor HTML-Kit. +
    • + +
  • + HTML/XML Validator + is an online repair tool for HTML and XHTML based on Tidy + and PHP 5. It is available in several languages but it is not a + real validator. +
    • + +
  • + Fix Your + Site With the Right DOCTYPE! + by Jeffrey Zeldman + explains what HTML and XHTML doctypes work and what their effect + is on the rendering mode of a few browsers. +
    • + +
  • + Modifying Dreamweaver to Produce Valid XHTML + by + Carrie Bickner. +
    • + +
  • + XHTML-Schemata für FrontPage 2003 und Visual Studio .NET + by Christoph Schneegans is a German article that explains + how the W3C XML Schemas for XHTML 1.0 can be used in FrontPage + 2003 and Visual Studio .NET to create valid code. +
    • + +
  • + Nvu + is a free + and open-source Web authoring tool for Windows, Macintosh and + Linux that can call the W3C HTML Validation Service. +
    • + +
  • + Amaya + by the World + Wide Web Consortium is a free and open-source Web authoring tool + with support for HTML, XHTML, CSS, SVG and MathML that alerts + you to validity errors when you save a document. +
    • + +
  • + Web + Developer Extension + is an extension for Mozilla, + Firefox and Flock by Chris Pedrick that allows you to use the + W3C Validation Services for HTML and CSS. +
    • + +
+

Validating XML

+
    + +
  • + XML Validator - A + Document Validation Service + by JavaView allows you to + check wellformedness and validity of XML files, by file upload + or by direct input of XML code. +
    • + +
  • Apache Ant's + XMLValidate Task + can be used to validate XML-based + documents. This tool can be used to validate entire directories + (and subdirectories) of XML files. +
    • + + +
  • + XML Schema Validator + by Christoph Schneegans is an online tool that allows you to + validate XML (and XHTML) files by URI, by file upload, by + direct input of complete XML documents, and by direct input of + XML code fragments. A bookmarklet that allows you to validate + the page currently displayed in your browser is also available. + This validator claims to be more accurate than the W3C + validator. +
    • + +
  • + XML Schema Validator + by CoreFiling is an online + tool that allows you to validate an XML file against a W3C XML + Schema, both of which can be uploaded. +
    • + +
  • + Schema Validator: this is a validator that allows you to paste XML and W3C XML Schema code into text + boxes to validate XML code. +
    • + +
+

Note that many programming editors, XML editors and integrated + development environments (IDEs) can validate XML files. These include + the following free and/or open-source tools: +

+
    + +
  • the programming editor + JEdit + with the XML and SideKick plugins, which supports DTDs + and W3C XML Schemas, +
    • + +
  • the “workbench" + Eclipse + with the + Web + Tools Platform, +
    • + +
  • the Web authoring tool + SCREEM + for the Gnome desktop environment, which supports DTDs, +
    • + +
  • the XML editor + Jaxe, which validates XML files with Apache Xerces, +
    • + +
  • the XML editor + Xerlin, + which supports DTDs and to some extent W3C XML schema, +
    • + +
  • the XML editor + xmloperator, which supports DTDs and RELAX NG + schemas, +
    • + +
  • Emacs in nXML mode (see the YahooGroup Emacs nXML Mode), +
    • + +
  • the XML editor + Pollo, which supports DTDs, W3C XML Schemas and RELAX NG + schemas, and is best suited for tree-like XML files. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +

For HTML, SGML-based and XML-based technologies:

+ +
    + +
  1. Load each page or document into a validating parser.
    2. + +
  2. Check that no validation errors are found.
    3. + +
+ +

For other technologies:

+ +

Follow the validation procedure defined for the technology in use, if any + exists. +

+ +
+
+

Expected Results

+ +

For HTML, SGML-based and XML-based technologies:

+ +

Step 2 is true.

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G135.html b/wcag21/techniques/general/G135.html new file mode 100644 index 0000000..8d88988 --- /dev/null +++ b/wcag21/techniques/general/G135.html @@ -0,0 +1,119 @@ + + + + + G135: Using the accessibility API features of a technology to expose names and + roles, to allow user-settable properties to be directly set, and to provide + notification of changes + + + + + + + + +

Using the accessibility API features of a technology to expose names and + roles, to allow user-settable properties to be directly set, and to provide + notification of changes +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

programming technologies that have standard components that are programmed + to interface with accessibility APIs +

+

This technique relates to Success Criterion 4.1.2: Name, Role, Value (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to allow assistive technology to + understand Web content so that it can convey equivalent information to the + user through an alternate user interface. +

+

Sometimes content is not created using markup language but rather using a + programming language or tools. In many cases, these technologies have + interface components that are already programmed to interface with + accessibility APIs. If an author uses these components and fills in the + properties (e.g., name, etc) the resulting user interface components in the + content will be accessible to assistive technology. +

+
+
+

Examples

+
+

Example 1

+
    + +
  • A Web page uses java to create an applet. Java swing objects + (e.g., pushbutton) are used because they have accessibility + properties built in that can be accessed from assistive + technology written in Java and, with the Java Access Bridge, + those written in other languages that use the Accessibility + API of the operating system. The author fills in the values + for the components and the result is accessible to AT. +
    • + +
+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Render content using an accessible User Agent
    2. + +
  2. Use an Accessibility Tool designed for the Accessibility API of + the User agent to evaluate each user interface component +
    3. + +
  3. Check that name and role for each user interface component are + found by the tool. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Step #3 is true for each user interface component
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G136.html b/wcag21/techniques/general/G136.html new file mode 100644 index 0000000..c667076 --- /dev/null +++ b/wcag21/techniques/general/G136.html @@ -0,0 +1,125 @@ + + + + + G136: Providing a link at the beginning of a nonconforming Web page that points to a conforming + alternate version + + + + + + + + +

Providing a link at the beginning of a nonconforming Web page that points to a conforming + alternate version +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Primary content does not conform to WCAG but alternate versions exist that do conform + to WCAG. This technique can only be used if a technology makes it possible to create + an accessible link to an alternate version. +

+

This technique is not referenced from any Understanding document.

+
+
+

Description

+

The objective of this technique is to enable users to access alternate content that + conforms to WCAG if the primary content, or the default content that users encounter + when visiting a particular URI, does not conform. The alternate page, or conforming + alternate version, may make some design or functionality compromises in order to conform, + but must meet the requirements described in the definition in order to be a conforming + alternate version. The definition of "conforming alternate version" is: +

+

+

When using this techique, placing a WCAG-conforming link to alternate content at the + top of the page allows users to find the link quickly and to move to the conforming + alternate version. To ensure users can always find the alternate version, regardless + of where they enter the site, each page that does not conform at the specified level + would include a link to the conforming alternate version. +

+
+
+

Examples

+
    + +
  • On a Web site, for each page that does not conform to WCAG at the declared level, + the first link on the page is called "Accessible version" (or using other link text + that properly conveys the purpose of the link). The target of this link is the alternate + version of the page that conforms to WCAG at the declared level. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify a page that does not conform to WCAG at the claimed conformance level.
    2. + +
  2. Determine if the page contains a link to a conforming alternate version of the page.
    3. + +
  3. Determine if the alternate version is a + conforming alternate version + of the original page and that it conforms to WCAG 2.0 at the claimed conformance level. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Both #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G138.html b/wcag21/techniques/general/G138.html new file mode 100644 index 0000000..cceb90b --- /dev/null +++ b/wcag21/techniques/general/G138.html @@ -0,0 +1,133 @@ + + + + + G138: Using semantic markup whenever color cues are used + + + + + + + +

Using semantic markup whenever color cues are used

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support color and text.

+

This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to combine color and semantic markup to convey + information. Most users can quickly scan the content to locate information conveyed + by using color. For users who cannot see color, semantic markup can provide a different + type of cue. User agents can then make this type of structure perceivable to the user, + for example using a different visual presentation for different types of structures + or by using a different voice or pitch in an auditory presentation. +

+

Most user agents will visually distinguish text that has been identified using semantic + markup. Some assistive technologies provide a mechanism for determining the characteristics + of content that has been created using proper semantic markup. +

+
+
+

Examples

+
+

Example 1: Color and strong emphasis for required form fields

+

An HTML form contains several required fields. The labels for the required fields + are displayed in red. In addition, the text of each label is marked up with the STRONG + element for stronger emphasis. The instructions for + completing the form indicate that "all required fields are displayed in red and are + emphasized", followed by an example. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For any content where color differences are used to convey information:

+ +
    + +
  1. Check that the same information is available through semantic markup.
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G139.html b/wcag21/techniques/general/G139.html new file mode 100644 index 0000000..5fbc76f --- /dev/null +++ b/wcag21/techniques/general/G139.html @@ -0,0 +1,161 @@ + + + + + G139: Creating a mechanism that allows users to jump to errors + + + + + + + +

Creating a mechanism that allows users to jump to errors

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that accepts user data input, with restrictions on the format, value, and/or + type of the input. +

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to help users find input errors where the information + supplied by the user is not accepted. This includes fields with missing required information + and fields with incorrect information. When users enter data input that is checked, + and input errors are detected, a link to that error is provided so that the user does + not have to search for it. One approach is to use server-side validation, and to re-display + the form (including any previously entered data), and a text description at the top + of the page that indicates the fact that there was an input error, describes the nature + of the problem, and provides a link the field(s) with a problem. +

+
+
+

Examples

+
+

Example 1: Server-side error checking

+

The user inputs invalid data on a form field and submits the form. The server returns + the form, with the user's data still present, and indicates clearly in text at the + top of the page that there were not accepted. The text describes the nature of the + error(s) and provides a link to the field that had the problem so the user can easily + navigate to it to fix the problem. +

+
+
+

Example 2: Client-side error checking with a popup

+

The user inputs invalid data on a form field and attempts to submit the form. Client-side + scripting detects the error, cancels the submit, and modifies the document to provide + a text message describing the error, with links to the field(s) with the error. The + script also modifies the labels of the fields with the problems to highlight them. +

+
+
+

Example 3: Client-side error checking with no popup

+

When the user submits a form, instead of taking them to a new page, a script automatically + sets focus to a text link that says "Errors have occurred." The link goes to the first + item in an ordered list of descriptive error messages. Each list item is a link to + the control where the error had occurred. And there is a link from the error back + to the ordered list of descriptive error messages. The process is repeated as needed. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Fill out a form, deliberately leaving a required (mandatory) field blank, and make + an input error on another field and submit the form. +
    2. + +
  2. Check that a text message is provided that identifies the field that is missing required + data. +
    3. + +
  3. Check that a text message is provided that identifies the field with the input error.
    4. + +
  4. Check that there is a link to each field that is missing required data from the missing + data message +
    5. + +
  5. Check that there is a link to the list of errors from the error message.
    6. + +
+ +
+
Note
+
+ +

Success Criterion 3.3.2 requires that if an input error is detected and suggestions + for correction are known and can be provided without jeopardizing the security or + purpose of the content, the suggestions are provided to the user. +

+ +
+
+ +
+
+

Expected Results

+ +
    + +
  • If #2 is true, then #4 is true.
    • + +
  • If #3 is true, then #5 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G14.html b/wcag21/techniques/general/G14.html new file mode 100644 index 0000000..2158b95 --- /dev/null +++ b/wcag21/techniques/general/G14.html @@ -0,0 +1,150 @@ + + + + + G14: Ensuring that information conveyed by color differences is also available in text + + + + + + + +

Ensuring that information conveyed by color differences is also available in text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support color and text.

+

This technique relates to Success Criterion 1.4.1: Use of Color (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that when color differences are used + to convey information, such as required form fields, the information conveyed by the + color differences are also conveyed explicitly in text. +

+
+
+

Examples

+
+

Example 1: A color-coded schedule

+

The schedule for sessions at a technology conference is organized into three tracks. + Sessions for Track 1 are displayed over a blue background. Sessions in Track 2 are + displayed over a yellow background. Sessions in Track 3 are displayed on a green background. + After the name of each session is a code identifying the track in text: T1 for Track + 1, T2 for Track 2, and T3 for Track 3. +

+
+
+

Example 2: A color-coded schedule with icons

+

The schedule for sessions at a technology conference is organized into three tracks. + Next to the title of each session is an icon consisting of a colored circle with a + number in the middle showing what track it belongs to: blue circles with the number + 1 represent track 1, yellow circles with the number 2 represent Track 2, and green + circles with the number 3 represent Track 3. Each icon is associated with a text alternative + reading "Track 1," "Track 2," or "Track 3," as appropriate. +

+
+
+

Example 3: A form with required fields

+

A form contains several required fields. The labels for the required fields are displayed + in red. In addition, at the end of each label is an asterisk character, *. The instructions + for completing the form indicate that "all required fields are displayed in red and + marked with an asterisk *", followed by an example. +

+
+
Note
+
+ +

Asterisks may not be read by all screen readers (in all reading modes) and may be + difficult for users with low vision because they are rendered in a smaller size than + default text. It is important for authors to include the text indicating that asterisk + is used and to consider increasing the size of the asterisk that is presented. +

+ +
+
+
+
+

Example 4: A form with a green submit button

+

An on-line loan application explains that green buttons advance in the process and + red buttons cancel the process. A form contains a green button containing the text + Go. The instructions say "Press the button labeled + Go + to submit your results and proceed to the next step." +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each item where a color difference is used to convey information:

+ +
    + +
  1. Check that the information conveyed is also available in text and that the text is + not conditional content. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G140.html b/wcag21/techniques/general/G140.html new file mode 100644 index 0000000..43b9a1e --- /dev/null +++ b/wcag21/techniques/general/G140.html @@ -0,0 +1,153 @@ + + + + + G140: Separating information and structure from presentation to enable different presentations + + + + + + + +

Separating information and structure from presentation to enable different presentations

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to facilitate the interaction of assistive technology + with content by logically separating the content's structural encoding from the presentational + encoding. Structural encoding is the indication of elements such as headings, paragraphs, + lists, tables, etc., and is done by using technology features reserved for the purpose. + By contrast, presentational encoding is the indication of formatting effects, such + as typeface, color, size, position, borders, etc., and is also supported by technology + features. +

+

While presentational features visually imply structure — users can determine headings, + paragraphs, lists, etc. from the formatting conventions used — these features do not + encode the structure unambiguously enough for assistive technology to interact with + the page effectively. Providing separate structure, functionality, and presentation + layers allows the semantics implied by the formatting to become programmatically determined + via the structure layer. +

+

Following this technique allows user agents to:

+
    + +
  • Perform meaningful structure transformations based on the existing structure of the + content, such as reordering sections or generating a list of sections or a list of + links. +
    • + +
  • Support interaction with content based on structural characteristics that cannot be + determined by assistive technology on the basis of presentational information alone. + For instance, it may be desirable to provide special interactions with lists by indicating + the number of list items or skipping to the end, but this is only possible if the + list structure is encoded in addition to the list presentation. +
    • + +
  • Modify the presentation of content by substituting alternate presentation rules attached + to structural features. +
    • + +
+
+
+

Examples

+
+

Example 1: HTML with CSS

+

An HTML document uses the structural features of HTML, such as paragraphs, lists, + headings, etc., and avoids presentational features such as font changes, layout hints, + etc. CSS is used to format the document based on its structural properties. Well-crafted + "class" attributes in the HTML extend the semantics of the structural markup if needed + to allow more flexible formatting with CSS. Assistive technologies can substitute + or extend the CSS to modify presentation, or ignore the CSS and interact directly + with the structural encoding. +

+
+
+

Example 2: Tagged PDF

+

A PDF document consists mostly of the content embedded with formatting information. + Information about the structure is provided in a separate section of the document + using XML-like tags; this is called "tagged PDF". The information in these tags can + be used by assistive technologies to perform meaningful structure transformations + (e.g., generating a list of sections) or to support interaction with content based + on structural characteristics (e.g., jumping to the start of forms). +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine the encoding of a document.
    2. + +
  2. Check that structural information and functionality are explicitly provided and is + logically separated from presentational information. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G141.html b/wcag21/techniques/general/G141.html new file mode 100644 index 0000000..88bee36 --- /dev/null +++ b/wcag21/techniques/general/G141.html @@ -0,0 +1,148 @@ + + + + + G141: Organizing a page using headings + + + + + + + +

Organizing a page using headings

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Pages with content organized into sections.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to ensure that sections have headings that identify + them. Success Criterion 1.3.1 requires that the headings be marked such that they + can be programmatically identified. +

+

In HTML, this could be done using the HTML heading elements (h1, h2, h3, h4, h5, and + h6). These allow user agents to automatically identify section headings. Other technologies + use other techniques for identifying headers. To facilitate navigation and understanding + of overall document structure, authors should use headings that are properly nested + (e.g., h1 followed by h2, h2 followed by h2 or h3, h3 followed by h3 or h4, etc.). +

+
+
+

Examples

+
+

Example 1: Headings used to organize an HTML page

+

A page on cooking techniques uses a h1 element for the overall title, and h2 elements + for major sections on cooking with oil vs cooking with butter, and h3 elements for + sub-sections on oil-cooking techniques. + 

+              <html xmlns="http://www.w3.org/1999/xhtml">
+                <head>
+                <title>Cooking techniques</title>
+                </head>
+                <body>
+                <h1>Cooking techniques</h1>
+                ... some text here ...
+                <h2>Cooking with oil</h2>
+                ... text of the section ...
+                <h3>Sautéeing</h3>
+                ...
+                <h3>Deep frying</h3>
+                <h2>Cooking with butter</h2>
+                ... text of the section ...
+                </body>
+              </html>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Examine a page with content organized into sections.
    2. + +
  2. Check that a heading for each section exists.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G142.html b/wcag21/techniques/general/G142.html new file mode 100644 index 0000000..fa36429 --- /dev/null +++ b/wcag21/techniques/general/G142.html @@ -0,0 +1,103 @@ + + + + + G142: Using a technology that has commonly-available user agents that support zoom + + + + + + + +

Using a technology that has commonly-available user agents that support zoom

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies with user-agent provided zoom capability.

+

This technique relates to Success Criterion 1.4.4: Resize text (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure content can be scaled uniformly by using + a Web technology supported by user agents that change text size via a Zoom tool. +

+

Content authored in technologies that are supported by user agents that can scale + content uniformly (that is, zoom into content) satisfy this Success Criterion. Because + this technique relies completely on user agent functionality, it is critical to test + with a wide variety of user agents. +

+

This technique requires that the zoom function preserve all spatial relationships + on the page and that all functionality continues to be available. +

+
+
+

Examples

+
    + +
  • Internet Explorer 7 and Opera 9 provide a zoom function that scales HTML/CSS page + content uniformly. +
    • + +
  • To allow users to resize text, Adobe Reader provides a magnification tool that scales + PDF pages uniformly. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Display content in a user agent
    2. + +
  2. Zoom content to 200%
    3. + +
  3. Check whether all content and functionality is available
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G143.html b/wcag21/techniques/general/G143.html new file mode 100644 index 0000000..42f21d1 --- /dev/null +++ b/wcag21/techniques/general/G143.html @@ -0,0 +1,112 @@ + + + + + G143: Providing a text alternative that describes the purpose of the CAPTCHA + + + + + + + +

Providing a text alternative that describes the purpose of the CAPTCHA

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient, together with G144: Ensuring that the Web Page contains another CAPTCHA serving the same purpose + using a different modality). +

+
+
+

Description

+

The purpose of this technique is to provide information via the text alternative that + identifies the non-text content as a + CAPTCHA. Such tests often involve asking the user to type in text that is presented + in an obscured image or audio file. From the text alternative, the user can tell that + the CAPTCHA requires completing a task and what type of task it is. +

+

When an alternate version of a CAPTCHA is available, the text alternative should include + instructions about how to find the alternate version. +

+
+
+

Examples

+
    + +
  • A CAPTCHA test asks the user to type in text that is displayed in an obscured image. + The text alternative is "Type the word in the image". +
    • + +
  • A CAPTCHA test asks the user to type in text that is played in an audio file. The + text alternative is "Type the letters spoken in the audio". +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Remove, hide, or mask the CAPTCHA.
    2. + +
  2. Replace it with the text alternative.
    3. + +
  3. Check that the text alternative describes the purpose of the CAPTCHA.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G144.html b/wcag21/techniques/general/G144.html new file mode 100644 index 0000000..762ac31 --- /dev/null +++ b/wcag21/techniques/general/G144.html @@ -0,0 +1,115 @@ + + + + + G144: Ensuring that the Web Page contains another CAPTCHA serving the same purpose using + a different modality + + + + + + + + +

Ensuring that the Web Page contains another CAPTCHA serving the same purpose using + a different modality +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient, together with G143: Providing a text alternative that describes the purpose of the CAPTCHA). +

+
+
+

Description

+

The purpose of this technique is to reduce occasions in which a user with a disability + cannot complete a CAPTCHA task. Because there are alternate CAPTCHA tasks that use + different modalities, a user is more likely to be able to complete one of the tasks + successfully. +

+
+
+

Examples

+
    + +
  • A Web page that includes a CAPTCHA test that must be completed successfully before + the user can advance to the next step in a process. The page includes both a visual + task, such as typing words displayed in a image, and an audio task, such as typing + letters spoken in an audio file. A user with hearing disabilities who cannot pass + the audio CAPTCHA may be able to pass the visual CAPTCHA. +
    • + +
  • A blog comment form includes a visual CAPTCHA that must be completed before a user + can submit comments. In addition to the visual CAPTCHA, it includes a CAPTCHA with + a form field that asks, "What is two plus seven?" with a text entry field that allows + users to enter the correct answer. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

For each CAPTCHA in a Web page

+ +
    + +
  1. Check that the Web page contains another CAPTCHA for the same purpose but using a + different modality. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G145.html b/wcag21/techniques/general/G145.html new file mode 100644 index 0000000..19beded --- /dev/null +++ b/wcag21/techniques/general/G145.html @@ -0,0 +1,354 @@ + + + + + G145: Ensuring that a contrast ratio of at least 3:1 exists between text (and images of + text) + and background behind the text + + + + + + + + +

Ensuring that a contrast ratio of at least 3:1 exists between text (and images of + text) + and background behind the text +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that produces visual output.

+

This technique relates to Success Criterion 1.4.3: Contrast (Minimum) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to make sure that users can read text + that is presented over a background. This technique relaxes the 4.5:1 + contrast ratio requirement for text that is at least 18 point (if not bold) or at + least 14 point (if bold). +

+
+
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 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. +

+ +
+
+

If the background is a solid color (or all black or all white) then the + contrast ratio of the larger-scale text can be maintained by making sure that each + of the text letters have a 3:1 contrast ratio with the background. +

+

If the background or the letters vary in relative luminance (or are patterned), then + the background around the letters can be chosen or shaded so that the + letters maintain a 3:1 contrast ratio with the background behind them + even if they do not have that contrast ratio with the entire background. +

+

The contrast ratio can sometimes be maintained by changing the + relative luminance of the letters as the relative luminance of the background changes + across + the page. +

+

Another method is to provide a halo around the text that provides the + necessary contrast ratio if the background image or color would not + normally be sufficiently different in relative luminance. +

+
+
+

Examples

+
    + +
  • + +

    A black background is chosen so that light colored letters that match the company's + logo can be used. +

    + +

    Larger-scale text is placed over a picture of the college campus. Since a wide variety + of colors and darknesses appear in the picture, the area behind the text is fogged + white so that the picture is very faint and the maximum darkness is still light enough + to maintain a 3:1 contrast ratio with the black text written over the picture. +

    + +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. + +

    Measure the relative luminance of each letter (unless they are all + uniform) using the formula: +

    + +
      + +
    • + +

      L = 0.2126 * + R + + 0.7152 * + G + + 0.0722 * + B + where + R, + G + and + B + are defined as: +

      + +
        + +
      • if R + sRGB + <= 0.03928 then + R + = R + sRGB + /12.92 else + R + = ((R + sRGB + +0.055)/1.055) ^ 2.4 +
        • + +
      • if G + sRGB + <= 0.03928 then + G + = G + sRGB + /12.92 else + G + = ((G + sRGB + +0.055)/1.055) ^ 2.4 +
        • + +
      • if B + sRGB + <= 0.03928 then + B + = B + sRGB + /12.92 else + B + = ((B + sRGB + +0.055)/1.055) ^ 2.4 +
        • + +
      + +
      +
      Note
      +
      + +

      and R + sRGB, G + sRGB, and B + sRGB + are defined as: +

      + +
      +
      + +
        + +
      • R + sRGB + = R + 8bit + /255 +
        • + +
      • G + sRGB + = G + 8bit + /255 +
        • + +
      • B + sRGB + = B + 8bit + /255 +
        • + +
      + +
      +
      Note
      +
      + +

      The "^" character is the exponentiation operator.

      + +
      +
      + +
      • + +
    + +
    +
    Note
    +
    + +

    For aliased letters, use the relative luminance value found two pixels in + from the edge of the letter. +

    + +
    +
    + +
    2. + +
  2. Measure the relative luminance of the background pixels + immediately next to the letter using same formula. +
    3. + +
  3. + +

    Calculate the contrast ratio using the following + formula. +

    + +
      + +
    • + +

      (L1 + 0.05) / (L2 + 0.05), where

      + +
        + +
      • L1 is the + relative luminance + of the lighter of the foreground or background colors, and +
        • + +
      • L2 is the + relative luminance + of the darker of the foreground or background colors. +
        • + +
      + +
      • + +
    + +
    4. + +
  4. Check that the contrast ratio is equal to or + greater than 3:1 +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • #4 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G146.html b/wcag21/techniques/general/G146.html new file mode 100644 index 0000000..d9486c1 --- /dev/null +++ b/wcag21/techniques/general/G146.html @@ -0,0 +1,193 @@ + + + + + G146: Using liquid layout + + + + + + + +

Using liquid layout

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to be able to present content without introducing + horizontal scroll bars by using layout techniques that adapt to the available horizontal + space. Liquid layouts define layout regions that both resize with text, and + reflow as needed to display the region on the screen. Although the exact layout therefore + varies, the relationship of elements and the reading order remains the same. This + is an effective way to create designs that present well on different devices and for + users with different font size preferences. +

+

The basic principles of liquid layouts are to:

+
    + +
  1. Define the size of layout regions using units that will cause the region to scale + relative to text, so they enlarge or shrink as text is enlarged or shrunk; +
    2. + +
  2. Position the layout regions as a row of adjacent floating boxes, which wrap to new + rows as needed in much the same way as words in a paragraph wrap. +
    3. + +
+

Complex liquid layouts may be achieved by nesting layout regions, thus creating localized + liquid layouts within a larger liquid layout. Even simple liquid layouts require design + finesse to achieve good-looking results at a wide range of text sizes, but well-designed + liquid layouts can be the most effective page design. +

+
+
+

Examples

+
+

Example 1: Simple liquid layout in HTML and CSS

+

The following fairly simple example uses HTML and CSS to create a liquid layout. The + three columns adjust their size as text size is adjusted. When the total horizontal + width exceeds the available width of the columns, the last column wraps to be positioned + below, rather than beside, the previous column. The font size can be increased without + either clipping or introducing horizontal scrolling until the longest word no longer + fits in a column. This particular example uses percent sizes for the columns and defines + them as floating regions using the "float" property. + 

+              <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "https://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
+                <html xmlns="http://www.w3.org/1999/xhtml">
+                <head>
+                <meta http-equiv="content-type" content="text/html; charset=utf-8" />
+                <title>Example of Basic Liquid Layout</title>
+                <style type="text/css">
+                .column
+                {
+                border-left: 1px solid green;
+                padding-left:1%;
+                float: left;
+                width: 32%;
+                }
+                #footer
+                {
+                border-top: 1px solid green;
+                clear: both;
+                }
+                </style>
+                </head>
+                <body>
+                <h1>WCAG Example</h1>
+                <h2>Text in Three Columns</h2>
+                <div title="column one" class="column">
+                <h3>Block 1</h3>
+                <p> The objective of this technique is to be able to present content 
+                without introducing horizontal scroll bars by using layout 
+                techniques that adapt to the available horizontal space.
+                </p>
+                </div>
+                <div title="column two" class="column">
+                <h3>Block 2</h3>
+                <p> This is a very simple example of a page layout that adapts as the
+                text size changes.
+                </p>
+                </div>
+                <div title="column three" class="column">
+                <h3>Block 3</h3>
+                <p> For techniques that support more complex page layouts, see the
+                Resources listed below.
+                </p>
+                </div>
+                <p id="footer">Footer text</p>
+                </body>
+                </html>
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Display content in a user agent.
    2. + +
  2. Increase text size to 200%.
    3. + +
  3. Check whether all content and functionality is available with no horizontal scrolling.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G148.html b/wcag21/techniques/general/G148.html new file mode 100644 index 0000000..e6f5842 --- /dev/null +++ b/wcag21/techniques/general/G148.html @@ -0,0 +1,180 @@ + + + + + G148: Not specifying background color, not specifying text color, and not using technology + features that change those defaults + + + + + + + + +

Not specifying background color, not specifying text color, and not using technology + features that change those defaults +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology where text and background color are specified + separately and browsers can control default colors. +

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to make sure that users can read text + that is presented over a background. With this technique the author avoids + having to do any contrast measures by simply not specifying the text color + and not specifying the background. As a result the colors of both are + completely determined by the user agent. +

+

Some people who have vision disabilities set their user agent to override certain + colors that they have trouble seeing. This technique will help avoid a situation where + the user agent and web site conflict with each other over the foreground and/or background + colors resulting in the same color for text and background, which would make it invisible + for user who set their own colors in their browser or Assistive Technology. +

+
+
+

Examples

+
+

Example 1

+

The author specifies neither text color nor background, and does not use CSS. As a + result the user can set his browser + defaults to provide the colors and contrasts that work well for + them. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Look in all places that text color can be specified
    2. + +
  2. Check that text color is not specified
    3. + +
  3. Look in all areas that background color or image used as a background can be + specified +
    4. + +
  4. Check that no background color or image used as a background is specified
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • # 2 and 4 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G149.html b/wcag21/techniques/general/G149.html new file mode 100644 index 0000000..762ad2d --- /dev/null +++ b/wcag21/techniques/general/G149.html @@ -0,0 +1,116 @@ + + + + + G149: Using user interface components that are highlighted by the user agent when they receive + focus + + + + + + + + +

Using user interface components that are highlighted by the user agent when they receive + focus +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies with user-agent provided focus highlighting.

+

This technique relates to Success Criterion 2.4.7: Focus Visible (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that the focused component can be visually + identified by the user by relying on user agent support. It is common for user agents + to highlight standard controls in some way when they receive focus. UAAG-conformant + user agents do so when they satisfy checkpoint 10.2 "Highlight selection, content + focus, enabled elements, visited links". When authors use standard controls for which + the user agent provides this support, users are informed of the focus location in + a standard, predictable way. +

+
+
+

Examples

+
    + +
  • When html text input fields receive focus, browsers display a blinking vertical bar + at the insertion point in the text field. +
    • + +
  • When html links receive focus, they are surrounded by a dotted focus highlight rectangle.
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +

For each focusable component in the Web page:

+ +
    + +
  1. Set focus to the control
    2. + +
  2. Check whether the user agent has highlighted the control in some way
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G15.html b/wcag21/techniques/general/G15.html new file mode 100644 index 0000000..e3de1fa --- /dev/null +++ b/wcag21/techniques/general/G15.html @@ -0,0 +1,163 @@ + + + + + G15: Using a tool to ensure that content does not violate the general flash threshold or + red flash threshold + + + + + + + + +

Using a tool to ensure that content does not violate the general flash threshold or + red flash threshold +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to any technology

+

This technique relates to Success Criterion 2.3.1: Three Flashes or Below Threshold (Sufficient). +

+
+
+

Description

+

The purpose of testing for violations of the general and red flash thresholds is to + allow people who have photosensitive seizures to view Web sites without encountering + material that is likely to cause a seizure. Warnings can be provided but people may + miss them and children may not be able to read or understand them. With this technique + all material is checked and if it violates flash or red flash thresholds it is either + not put on the site or it is modified so that it does not violate the thresholds. +

+
+
Note
+
+ +

There are some simple tests that can be run for particular simple types of flashing. + For example: +

+ +
    + +
  • If material flashes 3 times per second or less then the simple test in + + can be used. +
    • + +
  • If material flashes in only one place on screen at a time and is quite small then + the simple test in technique + + can be used. +
    • + +
+ +

For all other types, a tool is needed to keep track of all the factors and apply them + to the video on a time-continuous basis. +

+ +
+
+
+
+

Examples

+
    + +
  • An animation of a thunderstorm shows six flashes of lightning. The flashes are so + fast and large that the general flash threshold is violated when tested with a flash + analysis tool. The animation is modified to create a short pause after each pair of + lightning flashes. After the changes are made, the animation does not violate the + general flash threshold. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

Check to see to see that content does not violate the general flash and/or red flash + threshold +

+ +
    + +
  1. use a tool to determine that neither the General Flash nor Red Flash threshold were + exceeded +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G150.html b/wcag21/techniques/general/G150.html new file mode 100644 index 0000000..7338c8b --- /dev/null +++ b/wcag21/techniques/general/G150.html @@ -0,0 +1,112 @@ + + + + + G150: Providing text based alternatives for live audio-only content + + + + + + + +

Providing text based alternatives for live audio-only content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that present live audio-only information

+

This technique relates to Success Criterion 1.2.9: Audio-only (Live) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow users who cannot hear to be able to access + real-time audio broadcasts. It is more difficult to create accurate real-time alternatives + because there is little time to correct mistakes, to listen a second time or to consult + someone to be sure the words are accurately reproduced. It is also harder to simplify + or paraphrase information if it is flowing too quickly. +

+

Real-time typing text entry techniques exist using stenographic and rapid typing technologies. + Re-voicing speech-to-text (where a person listens to speech and then carefully re-voices + it into a computer trained to their speech) is used today for telephone relay services + and may be used in the future for captioning. Eventually speech-to-text with correction + will be possible. +

+
+
+

Examples

+
    + +
  • A radio station uses Web based captioning services to provide alternatives for live + sporting events; the output from the service is incorporated in a viewport of the + Web page which also includes a streaming audio control. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that a procedure and policy is in place to ensure that text alternatives are + delivered in real-time. +
    2. + +
  2. Check that procedure and policy are working by conducting a random sample to see if + text alternatives appear. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Both #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G151.html b/wcag21/techniques/general/G151.html new file mode 100644 index 0000000..a27cef5 --- /dev/null +++ b/wcag21/techniques/general/G151.html @@ -0,0 +1,144 @@ + + + + + G151: Providing a link to a text transcript of a prepared statement or script if the script + is followed + + + + + + + + +

Providing a link to a text transcript of a prepared statement or script if the script + is followed +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that present live audio-only information

+

This technique relates to Success Criterion 1.2.9: Audio-only (Live) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a transcript or script if the live audio + content is following a set script. Because it is prepared in advance, the script can + be more accurate and complete than live transcription. However, the script will not + be synchronized with the audio as it plays. Live audio should not deviate from the + script for this technique. +

+

With this technique, a link to the transcript or script is provided and should conform + to WCAG 2.0 and could either be included at another location on the same Web page + or at another URI. +

+
+
+

Examples

+
    + +
  • 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 + in HTML. +
    • + +
  • A member of the government broadcasts an important policy speech on the Web. A transcript + of the speech is made available on the Web site when the speech starts. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check for the presence of a link that points directly to the script or transcript.
    2. + +
  2. Check that the live audio follows the script.
    3. + +
  3. If the alternate version(s) are on a separate page, check for the availability of + link(s) to allow the user to get to the other versions. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G152.html b/wcag21/techniques/general/G152.html new file mode 100644 index 0000000..76541a3 --- /dev/null +++ b/wcag21/techniques/general/G152.html @@ -0,0 +1,140 @@ + + + + + G152: Setting animated gif images to stop blinking after n cycles (within 5 seconds) + + + + + + + +

Setting animated gif images to stop blinking after n cycles (within 5 seconds)

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that supports animated gif (GIF89a)

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that animated gif images stop blinking + within five seconds. There are three aspects of the design of animated gif images + that work together to determine how long the image blinks (or otherwise animates): +

+
    + +
  • the number of + frames + in the image, which are discrete images in the animation sequence; +
    • + +
  • the + frame rate, which is how long each image is displayed; +
    • + +
  • the number of + repetitions, which is how many times the entire animation is performed; +
    • + +
+

At its simplest, the duration of the animation is the number of frames times the frame + rate times the number of repetitions. For example, a simple blinking image with 2 + frames, a frame rate of .5 seconds, and 3 repetitions will have a duration of (2 * + 0.5 * 3) seconds, or exactly 3 seconds. +

+

Many animated gif images have a constant frame rate, i.e., the amount of time each + frame is displayed is the same. However, it is possible to set a different frame rate + for each frame, to allow certain frames to be displayed longer than others. In this + case, the duration of the animation is the sum of the frame rates times the number + of repetitions. For example, a simple image with two frames, the first of which displays + for .75 seconds and the second for .25 seconds, and three repetitions will have a + duration of ((.75 + .25) * 3) seconds, also exactly 3 seconds. +

+

For an image to stop blinking within 5 seconds, one of the three variables must be + adjusted. Most commonly, set the number of repetitions to five seconds divided by + the product of the number of frames times the frame rate (or by the sum of the frame + rate). Truncate this number down to the nearest integer, do not round up to the next + integer, to ensure that the image will stop within five seconds. +

+

If even one repetition results in more than five seconds of animation, one of the + other factors must be adjusted. Reduce the number of frames in the image, or increase + the frame rate. Be careful when increasing the frame rate that the resulting image + does not fail the requirement not to exceed the general flash or red flash thresholds; + attention to this is especially important for large images. +

+
+
+

Examples

+
    + +
  • + A simple blinking image. + An image has 2 frames, a frame rate of .5 seconds, and 3 repetitions. The animation + has a duration of (2 * 0.5 * 3) seconds, or exactly 3 seconds, and therefore meets + the requirements of the success criterion. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Display an animated gif and time how long it animates.
    2. + +
  2. Alternatively, use an image editor to determine the number of frames, the frame rate, + and the number of repetitions. Calculate the product of the number of frames multiplied + by the frame rate times the number of repetitions. If the frame rates are not uniform, + calculate the product of the sum of the frame rates multiplied by the number of repetitions. +
    3. + +
  3. Using either method, the duration of animation should be less than or equal to 5 seconds.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G153.html b/wcag21/techniques/general/G153.html new file mode 100644 index 0000000..9914273 --- /dev/null +++ b/wcag21/techniques/general/G153.html @@ -0,0 +1,147 @@ + + + + + G153: Making the text easier to read + + + + + + + +

Making the text easier to read

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 3.1.5: Reading Level (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that the text of the Web page is not + difficult to read. Users with disabilities that make it difficult to decode words + and sentences are likely to have trouble reading and understanding complex text. If + the text does not require reading ability more advanced than the lower secondary education + level, no supplements or alternative versions are needed. +

+

In order to reduce the complexity of the text:

+
    + +
  • Develop a single topic or subtopic per paragraph.
    • + +
  • Use the simplest sentence forms consistent with the purpose of the content. For example, + the simplest sentence-form for English consists of Subject-Verb-Object, as in John + hit the ball or The Web site conforms to WCAG 2.0. +
    • + +
  • Use sentences that are no longer than the typical accepted length for secondary education. + (Note: In English that is 25 words.) +
    • + +
  • Consider dividing longer sentences into two.
    • + +
  • Use sentences that contain no more than two conjunction.
    • + +
  • Indicate logical relationships between phrases, sentences, paragraphs, or sections + of the text. +
    • + +
  • Avoid professional jargon, slang, and other terms with a specialized meaning that + may not be clear to people. +
    • + +
  • Replace long or unfamiliar words with shorter, more common terms.
    • + +
  • Remove redundant words, that is, words that do not change the meaning of the sentence.
    • + +
  • Use single nouns or short noun-phrases.
    • + +
  • Remove complex words or phrases that could be replaced with more commonly used words + without changing the meaning of the sentence. +
    • + +
  • Use bulleted or numbered lists instead of paragraphs that contain long series of words + or phrases separated by commas. +
    • + +
  • Make clear pronoun references and references to other points in the document.
    • + +
  • Use the active voice for documents written in English and some other Western languages, + unless there is a specific reason for using passive constructions. Sentences in the + active voice are often shorter and easier to understand than those in the passive + voice. +
    • + +
  • Use verb tenses consistently.
    • + +
  • Use names and labels consistently.
    • + +
+
+
+

Examples

+
    + +
  • The help pages for a Web application are written in language that is not more advanced + than the lower secondary education level. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Measure the readability of the text.
    2. + +
  2. Check that the text requires reading ability less advanced than the lower secondary + education level. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G155.html b/wcag21/techniques/general/G155.html new file mode 100644 index 0000000..37e77ff --- /dev/null +++ b/wcag21/techniques/general/G155.html @@ -0,0 +1,159 @@ + + + + + G155: Providing a checkbox in addition to a submit button + + + + + + + +

Providing a checkbox in addition to a submit button

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology

+

This technique relates to Success Criterion 3.3.4: Error Prevention (Legal, Financial, Data) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a checkbox that users must select to + indicate they have reviewed their input and are ready for it to be committed. This + is important when the nature of the transaction is such that it may not be reversible + if input errors are subsequently discovered or when the result of an action is that + data is deleted. The author provides a checkbox that is not selected when the page + loads, with a label like "I confirm that the input is correct and am ready to submit" + or "I confirm that I wish to delete this data". The checkbox should be located near + the submit button to help the user notice it during the submission process. If the + checkbox is not selected when the form is submitted, the input is rejected and the + user is prompted to review their entry, select the checkbox, and resubmit. Only if + the checkbox is selected will the input be accepted and the transaction processed. +

+

This checkbox helps to guard against the consequences of an accidental form submission, + and also serves to prompt the user to be sure they have entered accurate data. This + is more secure than simply putting a label on the submit button like "input is correct, + submit". Providing the checkbox as a separate control from the submit button forces + the user to "double-check", as they must both select the checkbox and activate the + submit button for the transaction to proceed. As such, this is a mechanism for reviewing, + confirming, and correcting information before finalizing the submission. +

+
+
Note
+
+ +

When users submit information without selecting the checkbox, they should not lose + the information that they have entered when they return to the form to resubmit. +

+ +
+
+
+
+

Examples

+
    + +
  • An online bank service allows users to transfer money between accounts in different + currencies. Because exchange rates are constantly in flux, the money cannot be re-exchanged + at the same rate if the user discovers an error in their input after the transaction + has been carried out. In addition to the "account from", "account to", and "amount" + fields, there is a checkbox with a label "I have checked that the amount I wish to + transfer is correct". If this checkbox is not selected when the user submits the form, + the transaction is not carried out and the user is notified. If the checkbox is selected, + the (irreversible) transaction is carried out. +
    • + +
  • An online payment system stores user bank account information in order to process + payments. There is an elaborate procedure for users to enter new accounts and verify + that they are the owner. There is the facility to delete old accounts, but if an account + is accidentally deleted, it would be difficult to reinstate it, and the transaction + history with that account would be lost. Therefore, on pages that allow users to delete + accounts, there is a checkbox with the label "I confirm that I wish to delete this + account." If this checkbox is not selected when the user submits the form, the account + is not deleted and the user is given an error message. Only if the checkbox is selected + is the account deleted. +
    • + +
  • A checkout form on a shopping site includes a form that collects order, shipping and + billing information. After submitting the form, the user is taken to a page where + the information they have submitted is summarized for review. Below the summary, a + checkbox with the label "I have reviewed and confirmed that this data is correct" + is shown. The user must mark the checkbox and activate a "complete order" button in + order to complete the transaction. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

For user input pages that cause irreversible transactions to occur:

+ +
    + +
  1. Check that a checkbox indicating user confirmation of the input or action is provided + in addition to the submit button. +
    2. + +
  2. Check that if the checkbox is not selected when the form is submitted, the input is + rejected and the user is prompted to review their entry, select the checkbox, and + resubmit. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G156.html b/wcag21/techniques/general/G156.html new file mode 100644 index 0000000..ebe9072 --- /dev/null +++ b/wcag21/techniques/general/G156.html @@ -0,0 +1,128 @@ + + + + + G156: Using a technology that has commonly-available user agents that can change the foreground + and background of blocks of text + + + + + + + + +

Using a technology that has commonly-available user agents that can change the foreground + and background of blocks of text +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies

+

This technique relates to:

+ +
+
+

Description

+

Some people with cognitive disabilities require specific color combinations of foreground + text and background to help them successfully understand the contents of the Web page. + Most popular browsers provide the option to change colors settings globally within + the browser. In this case the colors selected by the user override the foreground + and background colors specified by the Web author. +

+

In order to meet this success criteria, the Web author would design the page so that + it works with browsers that have these controls, and the author does not override + these controls. +

+

Note that overriding the foreground and background colors of all text on a page may + hide visual clues to the grouping and organization of the Web page, making it much + more difficult to understand and use. This technique may not be appropriate when background + colors are used to delineate areas of the page. This technique may be appropriate + for technologies and user agents that do not alter border colors when background colors + are overridden. If background colors are used to delineate areas of the page, "C23: Specifying text and background colors of secondary content such as banners, features + and navigation in CSS while not specifying text and background colors of the main + content" may be used to permit the user to control the colors of the main text while retaining + the visual structure of the Web page. +

+
+
+

Examples

+
    + +
  • A Web page is designed using HTML and CSS to specify the foreground and background + colors. The user sets their own colors in Internet Explorer 7 and they can view the + content with their chosen foreground and background colors. +
    • + +
  • A Web page is designed using HTML and CSS. There is a link on the page to instructions + on how to set colors in various browsers. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Open the Web page in a browser that allows users to change colors of HTML content.
    2. + +
  2. Change the foreground and background colors in the browser settings so they are different + than those specified in the content. +
    3. + +
  3. Return to the page and check that the new specified foreground text and background + colors in the browser override the colors specified in the content. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G157.html b/wcag21/techniques/general/G157.html new file mode 100644 index 0000000..8681583 --- /dev/null +++ b/wcag21/techniques/general/G157.html @@ -0,0 +1,185 @@ + + + + + G157: Incorporating a live audio captioning service into a Web page + + + + + + + +

Incorporating a live audio captioning service into a Web page

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that present live audio-only information.

+

This technique relates to Success Criterion 1.2.9: Audio-only (Live) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to use a real-time caption service to provide a + text version of live audio content. 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. The viewport containing the caption text is available on the same Web page + as the live audio content. +

+
+
+

Examples

+
    + +
  • An internet radio station provides a viewport on its Web page for its news services. + Live news reports, especially emergency reports, are transcribed by a real-time caption + service and displayed in the viewport. +
    • + +
  • A conferencing or screen-sharing service includes a window with running real-time + transcription of the verbal presentation. This is achieved by arranging ahead of time + with a remote relay audio-teleconference captioning service. The online web conferencing + or screen-sharing service needs to be designed with this possible usage in mind because + using a separate window for the live text would be a significant usability barrier. +
    • + +
  • A recurring audio conference uses an online hand-raising utility to assist with queuing. + In order to facilitate use of this product in conjunction with an on-line relay conference + captioning service, the queuing utility is designed to be fully operational in a narrow + viewport. For additional enhancement, a website is created to bring up both viewports + within a single Web page. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the Web page contains a viewport associated with the live audio content.
    2. + +
  2. Check that the text of the live audio content appears in the viewport with less than + 30 seconds delay. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G158.html b/wcag21/techniques/general/G158.html new file mode 100644 index 0000000..60663d5 --- /dev/null +++ b/wcag21/techniques/general/G158.html @@ -0,0 +1,172 @@ + + + + + G158: Providing an alternative for time-based media for audio-only content + + + + + + + +

Providing an alternative for time-based media for audio-only content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

General technique. Applies to all technologies.

+

This technique relates to Success Criterion 1.2.1: Audio-only and Video-only (Prerecorded) (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to provide an accessible alternative way of presenting + the information in an audio-only presentation. +

+

In an audio-only presentation, information is presented in a variety of ways including + dialogue and sounds (both natural and artificial). In order to present the same information + in accessible form, this technique involves creating a document that tells the same + story and presents the same information as the prerecorded audio-only content. In + this technique, the document serves as long description for the content and includes + all of the important dialogue and as well as descriptions of background sounds etc. + that are part of the story. +

+

If an actual script was used to create the audio-only content in the first place, + this can be a good place to start. In production and editing however, the content + often varies somewhat from the script. For this technique, the original script would + be corrected to match the dialogue and what actually happens in the final edited form + of the audio presentation. +

+
+
+

Examples

+
    + +
  • A podcast includes a description of new features in a recent software release. It + involves two speakers informally discussing the new and updated features and describing + how they are used. One of the speakers works from a list of questions that was used + to outline the discussion prior to recording. After the recording is complete, the + outline is then edited and supplemented to match the dialogue etc. The resulting transcript + is then made available on the speakers Web site along with the audio-only file. The + text alternative that identifies the audio only content reads, "Episode 42: Zap Version + 12 (text transcript follows)" and the link to the transcript is provided immediately + following the audio-only content. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. View the audio-only content while referring to the alternative for time-based media.
    2. + +
  2. Check that the dialogue in the transcript matches the dialogue and information presented + in the audio-only presentation. +
    3. + +
  3. If the audio includes multiple voices, check that the transcript identifies who is + speaking for all dialogue. +
    4. + +
  4. + +

    Check that at least one of the following is true:

    + +
      + +
    1. The transcript itself can be programmatically determined from the text alternative + for the audio-only content +
      2. + +
    2. The transcript is referred to from the programmatically determined text alternative + for the audio-only content +
      3. + +
    + +
    5. + +
  5. If the alternate version(s) are on a separate page, check for the availability of + link(s) to allow the user to get to the other versions. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G159.html b/wcag21/techniques/general/G159.html new file mode 100644 index 0000000..1bb1a6a --- /dev/null +++ b/wcag21/techniques/general/G159.html @@ -0,0 +1,154 @@ + + + + + G159: Providing an alternative for time-based media for video-only content + + + + + + + +

Providing an alternative for time-based media for video-only content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

General technique. Applies to all technologies.

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to provide an accessible alternative way of presenting + the information in a video-only presentation. +

+

In a video-only presentation, information is presented in a variety of ways including + animation, text or graphics, the setting and background, the actions and expressions + of people, animals, etc. In order to present the same information in accessible form, + this technique involves creating a document that tells the same story and presents + the same information as the prerecorded video-only content. In this technique, the + document serves as a long description for the content and includes all of the important + information as well as descriptions of scenery, actions, expressions, etc. that are + part of the presentation. +

+

If a screenplay for the video-only content was used to create the content in the first + place, this can be a good place to start. In production and editing however, the final + version often varies somewhat from the screenplay. To use the screenplay, it would + need to be corrected to match the final edited form of the video-only presentation. +

+
+
+

Examples

+
    + +
  • An animation shows how to assemble a woodworking project. There is no audio, but the + animation includes a series of numbers to represent each step in the process as well + as arrows and picture-in-picture highlights illustrating how the assembly is completed. + It also includes short outtake animations illustrating what will happen if assembly + is done incorrectly. A text alternative that identifies the video-only content reads, + "Breadbox assembly video (text description follows)," and the text description of + the video includes a full text description of each step in the video. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. View the video-only content while referring to the alternative for time-based media.
    2. + +
  2. Check that the information in the transcript includes the same information that is + in the video-only presentation. +
    3. + +
  3. If the video includes multiple people or characters, check that the transcript identifies + which person or character is associated with each action described. +
    4. + +
  4. + +

    Check that at least one of the following is true:

    + +
      + +
    1. The transcript itself can be programmatically determined from the text alternative + for the video-only content +
      2. + +
    2. The transcript is referred to from the programmatically determined text alternative + for the video-only content +
      3. + +
    + +
    5. + +
  5. If the alternate version(s) are on a separate page, check for the availability of + link(s) to allow the user to get to the other versions. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G160.html b/wcag21/techniques/general/G160.html new file mode 100644 index 0000000..d4b19b6 --- /dev/null +++ b/wcag21/techniques/general/G160.html @@ -0,0 +1,209 @@ + + + + + G160: Providing sign language versions of information, ideas, and processes that must be + understood in order to use the content + + + + + + + + +

Providing sign language versions of information, ideas, and processes that must be + understood in order to use the content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 3.1.5: Reading Level (Sufficient). +

+
+
+

Description

+

For some people who are deaf or have certain cognitive disabilities, sign language + may be their first language. A sign language version of the page may be easier for + them to understand than a written language version. The objective of this technique + is to provide sign language versions of content that help signing users understand + difficult text that describes concepts or processes. The sign language content is + provided in addition to the text. +

+

Since this is supplemental content (and not sign language for speech in content) it + should be viewed as separate from the content and would not necessarily be synchronized. + Although there may be occasions when that would be useful, it is not required. +

+

To make the sign language version available with the rest of the Web page contents, + the video may be embedded in the Web page directly or the Web page may include a link + that brings up a video player in a separate window. The sign language version could + also be provided via a link to a separate Web page that displays the video. +

+

Sign language is a three-dimensional, visual language that uses the hands, arms, shoulders, + head, face, lips and tongue of the signer. For viewers to understand what is being + signed, the video must record the sign language completely. Generally speaking, the + signer should be as close to the camera as possible without risking cut-offs (such + as hands moving outside the video). +

+

Information on how to find sign language interpreters is listed in the resources section + below. +

+
+
Note
+
+ +

If the video stream is too small, the sign language interpreter will be indiscernible. + When creating a video stream that includes a video of a sign language interpreter, + make sure there is a mechanism to play the video stream full screen in the accessibility-supported + content technology. Otherwise, be sure the interpreter portion of the video is adjustable + to the size it would be had the entire video stream been full screen. +

+ +

Since sign language is not usually a signed version of the printed language, the author + has to decide which sign language to include. Usually the sign language of the primary + audience would be used. If intended for multiple audiences, multiple sign languages + may be used. Refer to advisory techniques for multiple sign languages. +

+ +
+
+
+
+

Examples

+
    + +
  • The information about how to contact support or send questions about a Web site is + provided in a sign language video as well as in text. +
    • + +
  • Help pages for a Web application are provided in sign language as well as in text.
    • + +
  • A company Web site provides sign language videos describing the technical details + of each product. +
    • + +
  • A religious Web site includes American Sign Language among the different languages + in which it makes its site available. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +

See also + Related Resources for Success Criterion 1.2.6 - Sign Language. +

+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify text that discusses ideas or processes that must be understood in order to + use the content. +
    2. + +
  2. Check if sign language supplements to the text are available in the content or through + links within the content. +
    3. + +
  3. Check that the sign language supplements show the concepts or processes discussed + in the text. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G161.html b/wcag21/techniques/general/G161.html new file mode 100644 index 0000000..1eea55e --- /dev/null +++ b/wcag21/techniques/general/G161.html @@ -0,0 +1,178 @@ + + + + + G161: Providing a search function to help users find content + + + + + + + +

Providing a search function to help users find content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that include forms.

+

This technique relates to Success Criterion 2.4.5: Multiple Ways (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

Providing a search function that searches your Web pages is a design strategy that + offers users a way to find content. Users can locate content by searching for specific + words or phrases, without needing to understand or navigate through the structure + of the Web site. This can be a quicker or easier way to find content, particularly + on large sites. +

+

Some search companies offer sites free access to their search applications. Search + engines are available that can be installed on your own server. Some web hosting companies + offer search scripts that customers can include on their web pages. Most services + also offer paid versions of their tools with more advanced features. +

+

Implementing a search function that will spell-check the terms, include different + endings for the terms (stemming), and allow for the use of different terminology (synonyms) + will further increase the accessibility of the search function. +

+

The search functionality is added by either including a simple form on the Web page, + usually a text field for the search term and a button to trigger the search or by + adding a link to a page that includes a search form. The search form itself must be + accessible, of course. +

+

Techniques that are used to optimize search engine results for external searches also + support internal search engines and make them more effective: use keywords, + + META + + tags, and an accessible navigation structure. Search sites provide guidance on how + to create content that is optimized for search, for instance + + Google Webmaster Guidelines, and + Yahoo! Search Content Quality Guidelines. +

+
+
+

Examples

+
+

Example 1: A Shopping Site

+

A shopping site organizes its products into different categories, such as women's + clothes, men's clothes, and children's clothes. These have subcategories, such as + tops, pants, shoes, and accessories. Each page also contains a search form. Users + can type the product number or product description into the search field and go directly + to that product, rather than needing to navigate the product categories to find it. +

+
+
+

Example 2: A Help Center

+

A Help Center contains thousands of pages of Help information about a company's products. + A search form allows users to search just the Help Center pages to find articles that + contain the search terms. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the Web page contains a search form or a link to a search page
    2. + +
  2. Type text into the search form that occurs in the set of Web pages
    3. + +
  3. Activate the search
    4. + +
  4. Check that the user is taken to a page that contains the search term
    5. + +
  5. Check that the user is taken to a page that contains a list of links to pages containing + the search term +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true, and either Check #4 or Check #5 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G162.html b/wcag21/techniques/general/G162.html new file mode 100644 index 0000000..3908ebf --- /dev/null +++ b/wcag21/techniques/general/G162.html @@ -0,0 +1,194 @@ + + + + + G162: Positioning labels to maximize predictability of relationships + + + + + + + +

Positioning labels to maximize predictability of relationships

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support forms

+

This technique relates to:

+ +
+
+

Description

+

When labels for form fields are positioned where the user expects them visually, it + is easier to understand complex forms and to locate specific fields. Labels for most + fields are positioned immediately before the field, that is, for left-to-right languages, + either to the left of the field or above it, and for right-to-left languages, to the + right of the field or above it. Labels for radio buttons and checkboxes are positioned + after the field. +

+

These positions are defined because that is the usual (and therefore most predictable) + position for the label for fields, radiobuttons and checkboxes. +

+

Labels are positioned before input fields since the fields sometimes vary in length. + Positioning them before allows the labels to line up. It also makes labels easier + to locate with a screen magnifier since they are immediately before the field and + also can be found in a vertical column (when the start of the fields line up vertically). + Finally, if the field has data in it, it is easier to understand or check the data + if one reads the label first and then the content rather than the other way around. +

+

Checkboxes and radio buttons have a uniform width while their labels often do not. + Having the radio button or checkbox first therefore allows both the buttons and the + labels to line up vertically. +

+
+
+

Examples

+
+

Example 1: Labels above text fields

+
+ + +
Figure 1Two form fields with labels positioned immediately above them.
+ +
+
+
+

Example 2: Labels to the left of text fields

+
+ + +
Figure 2Two form fields with labels positioned immediately to the left.
+ +
+
+
+

Example 3: Labels to the right of radio buttons

+
+ + +
Figure 3A group of form controls contains two radio buttons with labels positioned to the + right of the radio buttons. +
+ +
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each form field on the Web page:

+ +
    + +
  1. Check that the form field has a visible label.
    2. + +
  2. If the form field is a checkbox or radio button, check that the label is immediately + after the field. +
    3. + +
  3. If the form field is not a checkbox or radio button, check that the label is immediately + before the field. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G163.html b/wcag21/techniques/general/G163.html new file mode 100644 index 0000000..650b060 --- /dev/null +++ b/wcag21/techniques/general/G163.html @@ -0,0 +1,126 @@ + + + + + G163: Using standard diacritical marks that can be turned off + + + + + + + +

Using standard diacritical marks that can be turned off

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 3.1.6: Pronunciation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide users with a mechanism for turning standard + diacritical marks on or off. +

+

Many languages use diacritical marks or diacritics to indicate the pronunciation of + words or to help distinguish between words. Some languages may use diacritics to denote + vowels, to indicate consonant doubling, to indicate the absence of a vowel or a consonant, + or for other purposes. Although text without such diacritics can be readable, the + addition of diacritics can improve readability. +

+
+
+

Examples

+
+

Example 1

+

A Web page in Hawaiian displays all diacritical marks by default and provides links + that allow users to select the level of display of diacritical marks: +

+
    + +
  • Display no diacritical markings
    • + +
  • Use the footmark (‘) for the ʻokina, but do not display macrons
    • + +
  • Show all diacritical markings
    • + +
+

The visitor selects the level he or she prefers, and this preference is stored into + a session cookie. All subsequent pages during that same session have access to the + cookie, and show or hide diacritics according to the selected level. +

+

On the server side, content is stored with all diacritical markings. If a visitor + prefers fewer or no diacritics, a server-side function replaces or removes diacritics + as desired before sending the response. +

+

Example at + Hawaiian language online. +

+
+
+
+

Tests

+
+

Procedure

+ +

For any Web page in a human language that uses diacritical marks to distinguish between + meanings: +

+ +
    + +
  1. Check that the default version of the content uses diacritical marks.
    2. + +
  2. Check that there is a mechanism to turn diacritical marks on or off.
    3. + +
  3. Check that using the mechanism to turn off diacritical marks results in content that + does not display diacritical marks. +
    4. + +
  4. Check that using the mechanism to turn on diacritical marks results in content that + displays diacritical marks. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 - #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G164.html b/wcag21/techniques/general/G164.html new file mode 100644 index 0000000..c10d006 --- /dev/null +++ b/wcag21/techniques/general/G164.html @@ -0,0 +1,133 @@ + + + + + G164: Providing a stated time within which an online request (or transaction) may be amended + or canceled by the user after making the request + + + + + + + + +

Providing a stated time within which an online request (or transaction) may be amended + or canceled by the user after making the request +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that provide forms.

+

This technique relates to Success Criterion 3.3.4: Error Prevention (Legal, Financial, Data) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow users to recover from errors made when + placing an order by providing them with a period of time during which they can cancel + or change the order. In general, a contract or an order is a legal commitment and + cannot be canceled. However, a Web site may choose to offer this capability, and it + provides a way for users to recover from errors. +

+

The Web content would need to tell the user how long the cancellation period is after + submitting the form and what the procedure would be to cancel the order. The cancellation + procedure may not be possible online. It may, for instance, require written notice + be sent to an address listed on the Web page. +

+

After submitting the form, the user is informed of the length of the cancellation + period and the procedure for canceling the transaction. It's best to provide the cancellation + procedure at the same website where the transaction was submitted so that it is as + easy to cancel as it was to submit and to accommodate users who may be unable to use + other mechanisms. But, if necessary, the cancellation procedure may be provided through + some other mechanism or combination of mechanisms as long as it has equivalent cross-disability + accessibility. In this case, users are warned prior to submitting the form that they + will not be able to cancel their order online. +

+
+
+

Examples

+
+

Example 1: Online shopping

+

An online shopping Web site lets users cancel purchases up to 24 hours after they + have been made. The Web site explains their policy, and includes a summary of the + policy on the purchase receipt emailed to the user. After 24 hours, the purchase will + be shipped to the user and can no longer be canceled. +

+
+
+

Example 2: Custom orders

+

A Web site sells custom sports jackets that are made to order. The customer chooses + the fabric and provides body measurements for the tailor. The Web site gives customers + up to three days to change or cancel an order. Once the material has been cut to the + customer's specifications, it is no longer possible to change or cancel the order. + The company policy is described on its Web site. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the Web page describes the time period to cancel or change an order.
    2. + +
  2. Check that the Web page describes the process for canceling or changing an order.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G165.html b/wcag21/techniques/general/G165.html new file mode 100644 index 0000000..ed80087 --- /dev/null +++ b/wcag21/techniques/general/G165.html @@ -0,0 +1,126 @@ + + + + + G165: Using the default focus indicator for the platform so that high visibility default + focus indicators will carry over + + + + + + + + +

Using the default focus indicator for the platform so that high visibility default + focus indicators will carry over +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that contain focusable elements

+

This technique relates to Success Criterion 2.4.7: Focus Visible (Sufficient). +

+
+
+

Description

+

Operating systems have a native indication of focus, which is available in many user + agents. The default rendering of the focus indicator isn't always highly visible and + may even be difficult to see against certain backgrounds. However, many platforms + allow the user to customize the rendering of this focus indicator. Assistive technology + can also change the appearance of the native focus indicator. If you use the native + focus indicator, any system-wide settings for its visibility will carry over to the + Web page. If you draw your own focus indicator, for example by coloring sections of + the page in response to user action, these settings will not carry over, and AT will + not usually be able to find your focus indicator. +

+
+
+

Examples

+
+

Example 1

+

The default focus indicator on Microsoft Windows is a one-pixel, black dotted line + around the focused element. On a page with a dark background, this can be very difficult + to see. The creator of the page uses the default, and the user customizes it in Windows + to make it a bright color. +

+
+
+

Example 2

+

In HTML, form elements and links can be focused by default. In addition, any element + with a tabindex attribute >= 0 can take focus. Both types of focused elements use + the system focus indicator and will pick up platform changes in the focus indicator + style. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Use the features of your platform to customize the appearance of the focus indicator
    2. + +
  2. Tab through the page, noting the path of the focus
    3. + +
  3. Check that the focus indicator for each control is visible
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G166.html b/wcag21/techniques/general/G166.html new file mode 100644 index 0000000..07ac199 --- /dev/null +++ b/wcag21/techniques/general/G166.html @@ -0,0 +1,107 @@ + + + + + G166: Providing audio that describes the important video content and describing it as such + + + + + + + +

Providing audio that describes the important video content and describing it as such

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that can contain video content

+

This technique relates to Success Criterion 1.2.1: Audio-only and Video-only (Prerecorded) (Sufficient). +

+
+
+

Description

+

Video-only content is inaccessible to people who are blind and to some who have low + vision. Therefore, it is important for them to have an audio alternative. One way + of doing this is to provide an audio track describing the information in the video. + The audio should be a common audio format used on the internet, such as MP3. +

+
+
+

Examples

+
+

Example 1

+

A Web page has a link to a video-only presentation of a spaceship landing on Mars. + The link to the video is a picture of a spaceship. Near the video is a link to an + audio file of a person describing the video. This would look something like the following + code example in HTML. + 

+              <a href="../video/marslanding.mp4"><img src="../images/spaceship.jpg" 
+                alt="Mars landing, video-only" width="193" height="255"/></a>
+                <br />
+                <a href="Mars_landing_audio.mp3">Audio description of "Mars Landing"</a>
+
+
+ +
+

Tests

+
+

Procedure

+ +

For a Web page that contains video-only content:

+ +
    + +
  1. Check that there is link to an audio alternative which describes the contents of the + video immediately before or after the video-only content. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G167.html b/wcag21/techniques/general/G167.html new file mode 100644 index 0000000..095389a --- /dev/null +++ b/wcag21/techniques/general/G167.html @@ -0,0 +1,141 @@ + + + + + G167: Using an adjacent button to label the purpose of a field + + + + + + + +

Using an adjacent button to label the purpose of a field

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support forms

+

This technique relates to Success Criterion 3.3.2: Labels or Instructions (Sufficient). +

+
+
+

Description

+

When a button invokes a function on an input field, has a clear text label, and is + rendered adjacent to the input field, the button also acts as a label for the input + field. This label helps users understand the purpose of the field without introducing + repetitive text on the Web page. Buttons that label single text fields typically follow + the input field. +

+
+
Note
+
+ +

The field must also have a programmatically determined name, per + Success Criterion 4.1.2. +

+ +
+
+
+
+

Examples

+
+

Example 1: A search function

+

A Web page contains a text field where the user can enter search terms and a button + labeled "Search" for performing the search. The button is positioned right after the + text field so that it is clear to the user that the text field is where to enter the + search term. +

+
+ + +
Figure 1A text field with a button positioned to the right demonstrating the use of a button + to label a field. +
+ +
+
+
+

Example 2: Picking a form

+

A user in the United States must fill in a form. Since the laws and requirements are + different in different states within the United States, the user must select the version + of a form for his state of residence. A dropdown list allows the user to pick a state. + The adjacent button is labeled "Get Form for State." Pressing the button takes the + user to the Web page containing the form for the selected state. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For a field and a button using this technique:

+ +
    + +
  1. Check that the field and button are adjacent to one another in the programmatically + determined reading sequence. +
    2. + +
  2. Check that the field and button are visually rendered adjacent to one another.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G168.html b/wcag21/techniques/general/G168.html new file mode 100644 index 0000000..129c02d --- /dev/null +++ b/wcag21/techniques/general/G168.html @@ -0,0 +1,150 @@ + + + + + G168: Requesting confirmation to continue with selected action + + + + + + + +

Requesting confirmation to continue with selected action

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 3.3.4: Error Prevention (Legal, Financial, Data) (Sufficient). +

+
+
+

Description

+

This technique is to seek confirmation from the user that the selected action is his + or her intended action. Use this technique in situations where the action can not + be undone after it has been followed through. This will help users avoid submitting + a form or deleting data by mistake. +

+

For example, this may occur when the user expects the 'submit' and 'cancel' buttons + to occur in an order contrary to what is provided and selects a button too quickly + to notice the unexpected order. Presenting the user with a confirmation request allows + the user to recognize the error and either stop the submission of data or stop the + loss of entered data. +

+

The request for confirmation should inform the user of the action that was selected + and the consequences of continuing with the action. +

+
+
+

Examples

+
+

Example 1: Airline travel

+

An online travel Web site lets users create travel itineraries that reserve seats + with different airlines. Users may look up, amend and cancel their current itineraries. + If the user needs to cancel his travel plans, he finds the itinerary on the Web page + and deletes it from his list of current itineraries. This action results in the cancellation + of his seat reservations and is not reversible. The user is informed that the selected + action will cancel their current seat reservations and that it may not be possible + to make a comparable booking on the same flights once this action has been taken. + The user is asked to confirm or cancel the deletion of the itinerary. +

+
+
+

Example 2: Webmail

+

A Webmail application stores a user's email on a server, so that it can be accessed + from anywhere on the web. When a user deletes an email message, it is moved to a trash + folder from which it can be retrieved if it was deleted by accident. There is an "empty + trash" command for deleting the messages in the trash folder from the server. Once + the trash folder has been emptied, the messages can no longer be retrieved. Before + emptying the trash folder, the user is asked to confirm or cancel deletion of the + email in the trash folder. +

+
+
+

Example 3: An online test

+

A form is used to collect answers for a test. When the 'submit' or 'reset' button + is selected the user is presented with a web page that informs them of their choice + and asks for confirmation to continue. Example 1: "You have selected to reset the + form. This will delete all previously entered data and will not submit any answers. + Would you like to reset the form? [yes button] [no button]" Example 2: "You have selected + to submit the form. This will submit entered data as your final answers and can not + be changed. Would you like to submit the form? [yes button] [no button]" +

+
+
+

Example 4: Trading stocks

+

A brokerage site allows users to buy and sell stocks and other securities. If the + user makes a transaction during trading hours, a dialog is presented informing the + user that the transaction is immediate and irreversible, and has buttons that say + "continue" and "cancel." +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Initiate the action that can not be reversed or changed.
    2. + +
  2. Check that a request to confirm the selected action is presented.
    3. + +
  3. Check that the action can be confirmed and canceled.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G169.html b/wcag21/techniques/general/G169.html new file mode 100644 index 0000000..4945fe6 --- /dev/null +++ b/wcag21/techniques/general/G169.html @@ -0,0 +1,115 @@ + + + + + G169: Aligning text on only one side + + + + + + + +

Aligning text on only one side

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient). +

+
+
+

Description

+

Many people with cognitive disabilities have a great deal of trouble with blocks of + text that are justified (aligned to both the left and the right margins). The spaces + between words create "rivers of white" running down the page, which can make the text + difficult for some people to read. This failure describes situations where this confusing + text layout occurs. The best way to avoid this problem is not to create text layout + that is fully justified. +

+
+
+

Examples

+
+

Example 1

+

For most technologies, simply leave out any alignment declarations. For example, the + following text will be justified to the left by default in HTML where the language + of the page is left to right. + 

+              <p>
+                Lorem ipsum dolor sit amet, ...
+                </p>
+
+
+

Example 2

+

A Web page includes sections with mixed alignment. Paragraphs in the body of the page + are aligned to the left margin. The text also includes a number of pulled quotations + which are aligned to the right margin. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open the page in a common browser.
    2. + +
  2. Verify that content is not justified (aligned to both the left and the right margins).
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Test procedure #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G17.html b/wcag21/techniques/general/G17.html new file mode 100644 index 0000000..9b90d35 --- /dev/null +++ b/wcag21/techniques/general/G17.html @@ -0,0 +1,352 @@ + + + + + G17: Ensuring that a contrast ratio of at least 7:1 exists between text (and images of + text) + and background behind the text + + + + + + + + +

Ensuring that a contrast ratio of at least 7:1 exists between text (and images of + text) + and background behind the text +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that produces visual output.

+

This technique relates to Success Criterion 1.4.6: Contrast (Enhanced) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to make sure that users can read text + that is presented over a background. This technique goes beyond the 4.5:1 + contrast technique to provide a higher level of contrast to make it easier + for people with low vision to read. +

+

If the background is a solid color (or all black or all white) then the + contrast ratio of the text can be maintained by making sure that each + of the text letters have a 7:1 contrast ratio with the background. +

+

If the background or the letters vary in relative luminance (or are patterned), then + the background around the letters can be chosen or shaded so that the + letters maintain a 7:1 contrast ratio with the background behind them + even if they do not have that contrast ratio with the entire background. +

+

The contrast ratio can sometimes be maintained by changing the + relative luminance of the letters as the relative luminance of the background changes + across + the page. +

+

Another method is to provide a halo around the text that provides the + necessary contrast ratio if the background image or color would not + normally be sufficiently different in relative luminance. +

+
+
+

Examples

+
    + +
  • A black background is chosen so that light colored + letters that match the company's logo can be used. +
    • + +
  • Text is placed over a picture of the college campus. + Since a wide variety of colors and darknesses appear in the picture + the area behind the text is fogged white so that the picture is very + faint and the maximum darkness is still light enough to maintain a + 7:1 contrast ratio with the black text written over the picture. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. + +

    Measure the relative luminance of each letter (unless they are all + uniform) using the formula: +

    + +
      + +
    • + +

      L = 0.2126 * + R + + 0.7152 * + G + + 0.0722 * + B + where + R, + G + and + B + are defined as: +

      + +
        + +
      • if R + sRGB + <= 0.03928 then + R + = R + sRGB + /12.92 else + R + = ((R + sRGB + +0.055)/1.055) ^ 2.4 +
        • + +
      • if G + sRGB + <= 0.03928 then + G + = G + sRGB + /12.92 else + G + = ((G + sRGB + +0.055)/1.055) ^ 2.4 +
        • + +
      • if B + sRGB + <= 0.03928 then + B + = B + sRGB + /12.92 else + B + = ((B + sRGB + +0.055)/1.055) ^ 2.4 +
        • + +
      + +
      +
      Note
      +
      + +

      and R + sRGB, G + sRGB, and B + sRGB + are defined as: +

      + +
      +
      + +
        + +
      • R + sRGB + = R + 8bit + /255 +
        • + +
      • G + sRGB + = G + 8bit + /255 +
        • + +
      • B + sRGB + = B + 8bit + /255 +
        • + +
      + +
      +
      Note
      +
      + +

      The "^" character is the exponentiation operator.

      + +
      +
      + +
      • + +
    + +
    +
    Note
    +
    + +

    For aliased letters, use the relative luminance value found two pixels in + from the edge of the letter. +

    + +
    +
    + +
    2. + +
  2. Measure the relative luminance of the background pixels + immediately next to the letter using same formula. +
    3. + +
  3. + +

    Calculate the contrast ratio using the following + formula. +

    + +
      + +
    • + +

      (L1 + 0.05) / (L2 + 0.05), where

      + +
        + +
      • L1 is the + relative luminance + of the lighter of the foreground or background colors, and +
        • + +
      • L2 is the + relative luminance + of the darker of the foreground or background colors. +
        • + +
      + +
      • + +
    + +
    4. + +
  4. Check that the contrast ratio is equal to or + greater than 7:1 +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • #4 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G170.html b/wcag21/techniques/general/G170.html new file mode 100644 index 0000000..9eb3a01 --- /dev/null +++ b/wcag21/techniques/general/G170.html @@ -0,0 +1,131 @@ + + + + + G170: Providing a control near the beginning of the Web page that turns off sounds that + play automatically + + + + + + + + +

Providing a control near the beginning of the Web page that turns off sounds that + play automatically +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies where sound can be played automatically.

+

This technique relates to Success Criterion 1.4.2: Audio Control (Sufficient). +

+
+
+

Description

+

The intent of this technique is to allow a user to turn off sounds that start automatically + when a page loads. The control to turn off the sounds should be located near the beginning + of the page to allow the control to be easily and quickly discovered by users. This + is useful for those who utilize assistive technologies (such as screen readers, screen + magnifiers, switch mechanisms, etc.) and those who may not (such as those with cognitive, + learning and language disabilities). +

+

In this technique, an author includes a control that makes it possible for users to + turn off any sounds that are played automatically. The control should be keyboard + operable, located early in the tab and reading order, and clearly labeled to indicate + that it will turn off the sounds that are playing. +

+
+
+

Examples

+
+

Example 1

+

A Web page contains a time-based media presentation that includes an audio track as + well as an animated video describing how to repair a lawnmower engine. The page contains + 2 buttons that say "Pause" and "Stop", which give the user control over when and if + the time-based media plays. +

+
+
+

Example 2

+

A Web page contains an embedded short film. The page contains a button that says "Pause + the movie", which allows the user to pause the film. +

+
+
+

Example 3

+

A Web page contains a Flash presentation that includes video and audio. The page contains + a button that says "Turn off multimedia", which allows the user to stop any video + and audio from playing. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Load a Web page.
    2. + +
  2. Check for music or sounds that start automatically.
    3. + +
  3. Check that a control that allows the user to turn off the sounds is provided near + the beginning of the page. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G171.html b/wcag21/techniques/general/G171.html new file mode 100644 index 0000000..38c5e51 --- /dev/null +++ b/wcag21/techniques/general/G171.html @@ -0,0 +1,116 @@ + + + + + G171: Playing sounds only on user request + + + + + + + +

Playing sounds only on user request

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that can play sound.

+

This technique relates to Success Criterion 1.4.2: Audio Control (Sufficient). +

+
+
+

Description

+

The intent of this technique is to allow a user to control the use of sounds in Web + content. Someone that uses a screen reader may find it very distracting and difficult + to listen to their screen reader if there are also sounds coming from Web content. + Providing a way to play sounds only upon request will give a user the control needed + to listen to any sounds or other audio without interfering with the output from a + screen reader. +

+
+
+

Examples

+
+

Example 1

+

A Web page from a grey whale conservation society has a looping background sound of + grey whales singing. There are also sounds of water splashing. The sounds do not start + automatically. Instead, the Web content provides a link at the top of the page to + allow the user to start the sounds manually. The button says "Turn sounds on." After + pressing the "turn sounds on" button, the sounds are heard. The user is then presented + with an option to "turn sounds off." +

+
+
+

Example 2

+

A link is provided to a sound file that includes the sounds of the grey whales. The + link text says, "Hear the song of the grey whale (mp3)." +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Load a Web page that is known to contain sounds that play for 3 seconds or longer.
    2. + +
  2. Check that no sounds play automatically.
    3. + +
  3. Check that there is a way for a user to start sounds manually.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G172.html b/wcag21/techniques/general/G172.html new file mode 100644 index 0000000..ef5cb1f --- /dev/null +++ b/wcag21/techniques/general/G172.html @@ -0,0 +1,123 @@ + + + + + G172: Providing a mechanism to remove full justification of text + + + + + + + +

Providing a mechanism to remove full justification of text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a version of the page that does not + have full justification (justified both left and right). +

+

There may be circumstances when for layout purposes an author may want to have the + text fully justified. In these cases, it is sufficient to provide a feature that removes + the justification of text. The control should be easy to find and access and near + the beginning of the page. +

+
+
Note
+
+ +

This technique can be used in combination with a style switching technique to present + a page that is a + conforming alternate version + for non-conforming content. Refer to + C29: Using a style switcher to provide a conforming alternate version + and + Understanding Conforming Alternate Versions + for more information. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

A classic novel online is on a site that attempts to duplicate the look of the originally + published work, which includes full justification. A button is provided near the top + of the page saying "remove full justification" and a style switching technique is + used to swap out the style sheet. The new style sheet aligns the text only on the + left. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open a page with full justification.
    2. + +
  2. Check that there is a feature to remove the full justification.
    3. + +
  3. Check that the feature removes the full justification.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G173.html b/wcag21/techniques/general/G173.html new file mode 100644 index 0000000..8e6d4e6 --- /dev/null +++ b/wcag21/techniques/general/G173.html @@ -0,0 +1,175 @@ + + + + + G173: Providing a version of a movie with audio descriptions + + + + + + + +

Providing a version of a movie with audio descriptions

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that supports audio and video.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide a second version of video content that + provides audio desciptions so that it is possible for people who cannot see to be + able to understand audio-visual material. +

+

Since most user agents today cannot merge multiple sound tracks, this technique adds + the additional audio information to synchronized media by providing a second version + of the movie where the original soundtrack and additional audio description have been + combined in a single track. This additional information focuses on actions, characters, + scene changes and on-screen text (not captions) that are important to understanding + the content. +

+

Since it is not helpful to have this new information obscure key audio information + in the original sound track (or be obscured by loud sound effects), the new information + is added during pauses in dialogue and sound effects. This limits the amount of supplementary + information that can be added to program. +

+

Providing a second version of the movie that includes audio descriptions as the primary + sound track will make this content accessible for blind people who need to hear not + only the dialogue, but also the context and other aspects of the video that are not + communicated by the characters' dialogue alone. +

+
+
+

Examples

+
    + +
  • Two versions of a video of an opera are available. The first version includes only + the music. The second version includes both the music and voice describing the actions + of the performers on stage. +
    • + +
  • A video of juggler performing in front of group of children includes a version with + audio description. The narrator of the audio description describes the number and + type of items the juggler is juggling as well as the reactions the children have during + the performance. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open the version of the media that includes audio description.
    2. + +
  2. Listen to the movie.
    3. + +
  3. Check to see if gaps in dialogue are used to convey important information regarding + visual content. +
    4. + +
  4. If the alternate version(s) are on a separate page, check for the availability of + link(s) to allow the user to get to the other versions. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • #3 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G174.html b/wcag21/techniques/general/G174.html new file mode 100644 index 0000000..f566ef6 --- /dev/null +++ b/wcag21/techniques/general/G174.html @@ -0,0 +1,180 @@ + + + + + G174: Providing a control with a sufficient contrast ratio that allows users to switch to + a presentation that uses sufficient contrast + + + + + + + + +

Providing a control with a sufficient contrast ratio that allows users to switch to + a presentation that uses sufficient contrast +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology.

+

This technique relates to:

+ +
+
+

Description

+

When the contrast between the text and its background for some portion of the page + has not been designed to meet the contrast level for + Success Criterion 1.4.3 + or + 1.4.6, it is possible to meet these guidelines using the "Alternate Version" clause in + the conformance requirements (Conformance Requirement 1). A link or control on the page can either change the page so that all aspects conform, + or it could take the viewer to a new version of the page that does conform at the + desired level. Placing the link or control prominently on the page will assist users + in accessing the conforming content readily. +

+

For this technique to be used successfully, three things must be true:

+
    + +
  1. The link or control on the original page must itself meet the contrast requirement + of the desired SC. (If the user cannot see the control they may not be able to use + it to go to the new page.) +
    2. + +
  2. The new page must contain all the same information and functionality as the original + page. +
    3. + +
  3. The new page must conform to all of the SC for the desired level of conformance. (i.e., + the new page cannot just have the desired level of contrast but otherwise not conform). +
    4. + +
+

This technique can be used to meet Success Criterion 1.4.3 by having text (or images + of text) on the alternate version of the page be 4.5:1 contrast and any large text + (or images of large text) be 3:1 contrast with its background. If the alternate version + of the page has all text (or images of text) with 7:1 contrast and large text (or + images of large text) with 4.5:1 contrast then it would satisfy both Success Criterion + 1.4.3 and 1.4.6. +

+
+
Note
+
+ +

This technique can be used in combination with a style switching technique to present + a page that is a + conforming alternate version + for non-conforming content. Refer to + C29: Using a style switcher to provide a conforming alternate version + and + Understanding Conforming Alternate Versions + for more information. +

+ +
+
+
+
+

Examples

+
    + +
  • A page with some headlines that do not meet the 3:1 contrast requirements has a high + contrast (5:1) link at the top of the page that takes the user to a new version of + the page with minimum 4.5:1 contrast on all text and images of text. +
    • + +
  • A page uses shaded backgrounds for effect but results in text to background contrast + of 4:1. A control at the top of the page says "high contrast". Clicking on it causes + different styles to be used and dropping the background colors to achieve 7:1 contrast. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that a link or control exists on the original page that provides access to the + alternate version. +
    2. + +
  2. Check that the link or control on the original page conforms to all success criteria + for the conformance level being tested. +
    3. + +
  3. Check that the alternate version meets the contrast and all other success criteria + for the conformance level being tested. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All three checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G175.html b/wcag21/techniques/general/G175.html new file mode 100644 index 0000000..ea9b1de --- /dev/null +++ b/wcag21/techniques/general/G175.html @@ -0,0 +1,150 @@ + + + + + G175: Providing a multi color selection tool on the page for foreground and background colors + + + + + + + +

Providing a multi color selection tool on the page for foreground and background colors

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that allows users to store preferences for reuse on other pages.

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to include a control on a Web page or set of Web + pages that allows users to specify preferred foreground and background colors for + the content. This technique can be implemented using any technology that allows users + to store preferences that can be used across pages. Using this technique, an author + includes a color picker control on the site which allows users to select and save + foreground and background color preferences for use on other pages in a site. Pages + are designed to look for these preferences and adapt accordingly when saved settings + are found. +

+

Many users with cognitive disabilities have trouble with standard black text on a + white background. Sometimes, they can read the text a lot better using different colors + for the text and background and sometimes these color combinations are very specific + and not what would be expected by someone else (for instance brown on blue). +

+

Some of these users will have difficulty setting colors using the browser's color + settings or the operating systems color settings. Providing a tool on the web page + that provides a wide range of foreground and background colors will allow them to + easily change the colors without digging into the browser settings. +

+
+
+

Examples

+
+

Example 1

+

The user may type hex values into the text fields. The "pick" link will open a color + selection tool for the adjoining field. +

+
+ + +
Figure 1Screenshot showing the foreground and background color controls, which are text fields + containing hex values. Each field has a link which opens a color picker control positioned + between the label and the text field. +
+ +
+

The color selection tool opened for selecting a color.

+
+ + +
Figure 2Screenshot showing the color selection tool with the color picker opened to select + a color for the foreground. The user is presented with a choice of 216 colors. +
+ +
+

Here is a working example of this technique implemented using PHP, Javascript, CSS + and XHTML: + Color Picker Example. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a control on the page that is identified as a color selection + tool. +
    2. + +
  2. Check that the color selection tool provides a variety of colors choices for the text + and background. +
    3. + +
  3. Select new colors for the text and background using the tool.
    4. + +
  4. Check that the content is updated to use the selected color combinations.
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G176.html b/wcag21/techniques/general/G176.html new file mode 100644 index 0000000..133001f --- /dev/null +++ b/wcag21/techniques/general/G176.html @@ -0,0 +1,276 @@ + + + + + G176: Keeping the flashing area small enough + + + + + + + +

Keeping the flashing area small enough

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Appropriate to use for all general Web content including special cases like material + that is specifically designed for a display in a foyer. +

+

This technique relates to Success Criterion 2.3.1: Three Flashes or Below Threshold (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to provide an easy way to pass the success criterion + for things that flash, but are small. +

+

If you have something that flashes + more + than 3 times in a one second period (so G19 can't be used), but the area that is flashing + is less than 25% of 10 degrees of visual field (which represents the central area + of vision in the eye), then it would automatically pass. +

+

The 10 degree of visual field represents the central area of vision in the eye. This + area is highly packed with visual sensors. Flashes in this area are transmitted to + the visual cortex. For those with photosensitivity, this flashing of activity on the + visual cortex can cause seizures. Flashing on other areas of the eye (which have far + fewer sensors) has much less effect on the cortex. Hence, the focus on just the 10 + degrees of central vision. +

+ +

+ Formula 1: Small Safe Area for Web Content + +

+

Most Web authors do not know how to translate visual field to pixels, which is what + they generally can deal with. This technique provides that translation. +

+

At this point in time, the most prevalent display is 1024 x 768 and about 15-17 inches + diagonally. When viewed at a typical viewing distance (22-26 inches) a 10 degree visual + field will capture an area approximately 341 x 256 pixels. This is not circular, but + neither is the central vision of most users, and the difference is so small (and at + the edge of the central vision where sensors are fewer) that it is not important. +

+

Since the criterion is 25% of any 10 degree visual field, + any single flashing event on a screen (there is no other flashing on screen) that + is smaller than a contiguous area of 21,824 sq pixels (any shape), would pass the + General and Red Flash Thresholds. +

+

1024 x 768 was chosen because it represents the most common screen size. It also works + with higher resolution screens since the tighter pixel density would result in a smaller + and safer image size. +

+

Users with lower resolution displays or that enlarge or view their screens closely + would have a higher risk depending on the viewing distance. To address the needs of + this group, + + should be used since it is independent of screen resolution or viewing distance. +

+

+ Formula 2: Small Safe Area for Known Displays + +

+

To calculate the + small safe area + (in pixels) on the screen when the screen size, resolution, and viewing distance is + known, use the following procedure. +

+
+
Note
+
+ +

For a number of reasons (distribution of central vision sensors often non-circular, + simplicity, computational convenience, historical), a 4:3 rectangular approximation + of the central 10 degree of visual field is used that is 10 degrees wide and 7.5 degrees + high. This has an area of 75 square degrees, vs the 78.5 square degree area of a true + circle of 10 degrees. +

+ +
+
+
    + +
  1. To convert viewing distance to rectangle size, multiply the viewing distance by 0.1745 + (10 * Pi / 180) to get the width of the rectangle, and multiply the viewing distance + by 0.1309 (7.5 * Pi / 180) to get the height of the rectangle. (This calculation can + be done in inches, or millimeters, or any other unit of length.) +
    2. + +
  2. + +

    Determine size of 10 degree angle of view in pixels.

    + +

    To do this, multiply the width and height of the rectangle from step 1 by the resolution + of the screen, in pixels per unit length, to get the horizontal and vertical size + of the rectangle in pixels. +

    + +
      + +
    • For a 1080p widescreen display (which is 1920 by 1080 pixels), the resolution of the + screen in pixels per inch is 2203 divided by the diagonal screen size, in inches. +
      • + +
    • For a 720p widescreen display (which is usually 1365 by 768 pixels), the resolution + of the screen in pixels per inch is 1566 divided by the diagonal screen size, in inches. +
      • + +
    • For an LCD computer monitor which specifies the pixel pitch in millimeters / pixel, + the resolution of the screen in pixels per inch is 25.4 divided by the pixel pitch + in millimeters. +
      • + +
    + +

    For any display, if you know the actual diagonal screen size in inches, and the horizontal + and vertical resolution of the display in pixels, then the resolution of the screen + in pixels per inch is the square-root of ( (horizontal resolution in pixels) * (horizontal + resolution in pixels) + (vertical resolution in pixels) * (vertical resolution in + pixels) ). +

    + +
    3. + +
  3. Multiply the width of the rectangle by the height and divide by 4.
    4. + +
+
+
+

Examples

+
    + +
  • An author creates an animation that will be displayed on a screen in the entrance + lounge at a company. Using the size and resolution of the display and the closest + distance that a person can stand when viewing the display, they calculate the size + of 25% of the 10 degree of central vision in pixels (using the formula above). This + would be the + small safe area. They then are careful to never flash any area larger than the + small safe area. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. The + small safe area + is calculated. +
    2. + +
  2. Check that only one area of the screen is flashing at any time.
    3. + +
  3. Check that the flashing content would fit into a contiguous container whose area is + less than the + small safe area. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G177.html b/wcag21/techniques/general/G177.html new file mode 100644 index 0000000..f16f25f --- /dev/null +++ b/wcag21/techniques/general/G177.html @@ -0,0 +1,151 @@ + + + + + G177: Providing suggested correction text + + + + + + + +

Providing suggested correction text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that accepts user data input, with restrictions on the format, value, and/or + type of the input. +

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to suggest correct text where the information supplied + by the user is not accepted and possible correct text is known. The suggestions may + include correct spelling or similar text from a known pool of possible text. +

+

Depending on the form, suggestions could be located next to the field where the error + was identified, elsewhere on the page or via a search mechanism or reference where + results would be listed on another URI. Where possible, suggestions for correction + should be incorporated in a way that is easy for the user. For example, an incorrect + submission may return a list of possible corrections where the user can select a checkbox + or radio button to indicate which option was intended. Suggestions or links to the + suggestions should be placed close to the form fields they are associated with, such + as at the top of the form, preceding the form fields, or next to the form fields requiring + correction. +

+
+
+

Examples

+
    + +
  • A form field requires the user to input a length of time that could range from days + to years. The user enters the number "6". The server returns the form as the user + had submitted it and also includes a suggested text next to the form field: "Error + detected. Did you mean: 6 days, 6 weeks, 6 months or 6 years?" +
    • + +
  • The user enters an incorrectly spelled city name. The server returns the form as the + user had submitted it and also includes a message at the top of the form informing + the user of the error and a link to a list of city names that the user may have meant, + as determined by comparing their original input to a database of city names. +
    • + +
  • A bus route trip planner allows users to enter their origin an destination, allowing + users to enter street addresses, intersections and city landmarks. When a user enters + "Kohl," they are prompted with a list of search results with similar matches that + reads, "Your search for 'Kohl' returned the following". A select box follows the prompt + lists, "Kohl Center," "Kohl's Dept. Store-East" and "Kohl's Dept. Store-West" as options + the user can choose from. +
    • + +
  • A search runs a spell check on input and provides a link of alternatives if a spelling + error is detected. When the user clicks on the link, the search is automatically resubmitted + with the correct spelling. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify form fields where correct text could be inferred from incorrect text.
    2. + +
  2. Fill out the form, deliberately filling in the identified form fields with incorrect + text. +
    3. + +
  3. Check that the user is presented with suggestions for the correct text.
    4. + +
  4. Check that the suggestions are provided next to the form field or a link to the suggestions + is provided close to the form field. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #3 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G178.html b/wcag21/techniques/general/G178.html new file mode 100644 index 0000000..30ecf83 --- /dev/null +++ b/wcag21/techniques/general/G178.html @@ -0,0 +1,160 @@ + + + + + G178: Providing controls on the Web page that allow users to incrementally change the size + of all text on the page up to 200 percent + + + + + + + + +

Providing controls on the Web page that allow users to incrementally change the size + of all text on the page up to 200 percent +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 1.4.4: Resize text (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to provide a mechanism on the Web page to incrementally + increase the size of text. Many people with low vision do not use magnifying software, + and they may not be familiar with their browser's text size adjustments. This may + be particularly true of older people who are learning about computers later in life + and who may be experiencing age related vision loss. It may also be true of some people + with cognitive disabilities who require increased font size. +

+

This technique provides a mechanism that some users will find easier to use. The mechanism + may include links or buttons that will switch the visual presentation to a different + style sheet or use scripts to change the text size dynamically. +

+

To implement this technique, an author provides controls that allow the user to incrementally + increase or decrease the text size of all of the text on the page to a size that is + at least 200% of the default text size. +

+

This can be achieved by providing links, buttons or linked images and the controls + themselves should be as easy to find (e.g. prominently positioned within the page, + presented in a larger text size, high contrast, etc.) as possible. +

+

This technique can also be used in circumstances where scalable fonts cannot be used, + such as legacy code situations. +

+
+
Note
+
+ +

This technique can be used in combination with a style switching technique to present + a page that is a + conforming alternate version + for non-conforming content. Refer to + C29: Using a style switcher to provide a conforming alternate version + and + Understanding Conforming Alternate Versions + for more information. +

+ +
+
+
+
+

Examples

+
    + +
  • A newspaper article has two buttons near the top of the page. The "increase text size" + button has a big letter "T" with an upward arrow and the "decrease text size" button + has a small letter "T" with a down arrow. There is + alt + text on each button. +
    • + +
  • A site has a number of style sheets with different text size. The user can choose + any of the style sheets if their browser provides this functionality. Each page also + includes the links "Increase text size" and "Decrease text size" that will change + the style sheet currently applied to the appropriate alternate style sheet. +
    • + +
  • A site includes the text "Change text size:" followed by text links "Up" and "Down" + on every Web page. The links trigger a Javascript that alters the value of the text-size + property accordingly. +
    • + +
  • A site includes a link on every page that reads "Change text size." The resulting + page includes a series of links that includes options representing the available sizes. + The links read, "Smallest font size," "Small font size," "Default font size," "Large + font size," etc. Instructions preceding the list direct users to choose a link to + change to the desired font size. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Set the viewport size to 1024px by 768px or larger.
    2. + +
  2. Increase the text size and check to see if the text size increased.
    3. + +
  3. Check that the text size can be increased to 200% of the original size.
    4. + +
  4. Check that after increasing the text size to 200% of the original size, there is no + loss of content or functionality (e.g. no parts of the text are clipped, boxes do + not overlap, controls are not obscured or separated from their labels, etc.). +
    5. + +
  5. Decrease the text size to its default value and check to see if it in fact returned + to the default size. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2, #3, #4 and #5 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G179.html b/wcag21/techniques/general/G179.html new file mode 100644 index 0000000..b9cddfb --- /dev/null +++ b/wcag21/techniques/general/G179.html @@ -0,0 +1,127 @@ + + + + + G179: Ensuring that there is no loss of content or functionality when the text resizes and + text containers do not change their width + + + + + + + + +

Ensuring that there is no loss of content or functionality when the text resizes and + text containers do not change their width +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that reflow text when windows are resized.

+

This technique relates to Success Criterion 1.4.4: Resize text (Sufficient). +

+
+
+

Description

+

Some user agents support changing the size of text without changing other dimensions + of the text container. Loss of content or functionality can occur when the text overflows + the space that was allocated for it. However, the layout properties may provide a + way to continue to display the content effectively. The block sizes may be defined + wide enough that the text does not overflow when resized by 200%. Text may wrap when + it no longer fits within the block, and the block may be tall enough that all the + text continues to fit in the block. The block may provide scrollbars when the resized + text no longer fits. +

+
+
+

Examples

+
+

Example 1: A multi-column page layout

+

HTML and CSS are used to create a two-column layout for a page of text. Using the + default value of the + white-space + property, + normal, causes text to wrap. So as the size of the text is increased to 200%, the + text reflows and the column of text grows longer. If the column is too long for the + viewport, the user agent provides scrollbars so the user can scroll text into view + because the author has specified the CSS rule + overflow:scroll + or + overflow:auto. +

+
+
+

Example 2

+

A newspaper layout with blocks of text in columns. The blocks have a fixed width, + but no height set. When the text is resized in the browser, the text wraps and makes + the blocks taller. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Increase text size to 200%.
    2. + +
  2. Check whether all content and functionality is available.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G18.html b/wcag21/techniques/general/G18.html new file mode 100644 index 0000000..e950f0b --- /dev/null +++ b/wcag21/techniques/general/G18.html @@ -0,0 +1,376 @@ + + + + + G18: Ensuring that a contrast ratio of at least 4.5:1 exists between text (and images of + text) + and background behind the text + + + + + + + + +

Ensuring that a contrast ratio of at least 4.5:1 exists between text (and images of + text) + and background behind the text +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that produces visual output.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to make sure that users can read text + that is presented over a background. For Success Criterion 1.4.3, this technique describes + the minimum contrast ratio for text that is less than 18 point (if not bold) and less + than 14 point (if bold). For Success Criterion 1.4.5, this technique relaxes the 7:1 + contrast ratio requirement for text that is at least 18 point (if not bold) or at + least 14 point (if bold). +

+
+
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 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. +

+ +
+
+

If the background is a solid color (or all black or all white) then the + relative luminance of the text can be maintained by making sure that each + of the text letters have 4.5:1 contrast ratio with the background. +

+

If the background or the letters vary in relative luminance (or are patterned) then + the background around the letters can be chosen or shaded so that the + letters maintain a 4.5:1 contrast ratio with the background behind them + even if they do not have that contrast ratio with the entire background. +

+

For example, if a letter is lighter at the top than it is a the bottom, it may be + difficult to maintain the contrast ratio between the letter and the background over + the full letter. In this case, the designer might darken the background behind the + letter, or add a thin black outline (at least one pixel wide) around the letter in + order to keep the contrast ratio between the letter and the background above 4.5:1. +

+

The contrast ratio can sometimes be maintained by changing the + relative luminance of the letters as the relative luminance of the background changes + across + the page. +

+

For example, if a page is very light on one edge and fades to very dark on the other + edge, there is no color that can run across the page and meet the contrast guidelines + on both edges. One way of addressing this would be to change the lightness of the + letters as well so that each letter always meets the contrast ratio for the background + that is immediately behind the letter. +

+

Another method is to provide a halo around the text that provides the + necessary contrast ratio if the background image or color would not + normally be sufficiently different in relative luminance. +

+
+
+

Examples

+
    + +
  • A black background is chosen so that light colored letters that match the company + logo can be used. +
    • + +
  • + +

    Text is placed over a picture of the college campus. + Since a wide variety of colors and shades appear in the picture, + the area behind the text is fogged white so that the picture is very + faint and the maximum darkness is still light enough to maintain a + 4.5:1 contrast ratio with the black text written over the picture. +

    + +

    See also the contrast samples in related resources.

    + +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. + +

    Measure the relative luminance of each letter (unless they are all + uniform) using the formula: +

    + +
      + +
    • + +

      L = 0.2126 * + R + + 0.7152 * + G + + 0.0722 * + B + where + R, + G + and + B + are defined as: +

      + +
        + +
      • if R + sRGB + <= 0.03928 then + R + = R + sRGB + /12.92 else + R + = ((R + sRGB + +0.055)/1.055) ^ 2.4 +
        • + +
      • if G + sRGB + <= 0.03928 then + G + = G + sRGB + /12.92 else + G + = ((G + sRGB + +0.055)/1.055) ^ 2.4 +
        • + +
      • if B + sRGB + <= 0.03928 then + B + = B + sRGB + /12.92 else + B + = ((B + sRGB + +0.055)/1.055) ^ 2.4 +
        • + +
      + +
      +
      Note
      +
      + +

      and R + sRGB, G + sRGB, and B + sRGB + are defined as: +

      + +
      +
      + +
        + +
      • R + sRGB + = R + 8bit + /255 +
        • + +
      • G + sRGB + = G + 8bit + /255 +
        • + +
      • B + sRGB + = B + 8bit + /255 +
        • + +
      + +
      +
      Note
      +
      + +

      The "^" character is the exponentiation operator.

      + +
      +
      + +
      • + +
    + +
    +
    Note
    +
    + +

    For aliased letters, use the relative luminance value found two pixels in + from the edge of the letter. +

    + +
    +
    + +
    2. + +
  2. Measure the relative luminance of the background pixels + immediately next to the letter using same formula. +
    3. + +
  3. + +

    Calculate the contrast ratio using the following + formula. +

    + +
      + +
    • + +

      (L1 + 0.05) / (L2 + 0.05), where

      + +
        + +
      • L1 is the + relative luminance + of the lighter of the foreground or background colors, and +
        • + +
      • L2 is the + relative luminance + of the darker of the foreground or background colors. +
        • + +
      + +
      • + +
    + +
    4. + +
  4. Check that the contrast ratio is equal to or + greater than 4.5:1 +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • #4 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G180.html b/wcag21/techniques/general/G180.html new file mode 100644 index 0000000..b39f6d4 --- /dev/null +++ b/wcag21/techniques/general/G180.html @@ -0,0 +1,132 @@ + + + + + G180: Providing the user with a means to set the time limit to 10 times the default time + limit + + + + + + + + +

Providing the user with a means to set the time limit to 10 times the default time + limit +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.2.1: Timing Adjustable (Sufficient). +

+
+
+

Description

+

The objective of this technique is to give people with disabilities enough time to + complete tasks which may take them longer than someone without those challenges. Some + mechanism such as a preference setting or a control on the page lets the user change + the time limits to at least 10 times the default time limit. Preferably, the mechanism + would have a variable adjustment that lets the user change the time limit to any value + in its range, but could also provide ways to change the time limit by discrete increments. + The user changes the time limit at the beginning of his session, before any activity + that has a time limit. +

+
+
+

Examples

+
    + +
  • An airline has an online ticket purchasing application. By default, the application + has a 1 minute time limit for each step of the purchase process. At the beginning + of the session, a Web page includes information that says, "We expect that each step + in the purchasing process will take users one minute to complete. Would you like to + adjust the time limit?" followed by several radio buttons "1 minute, 2 minutes, 5 + minutes, 10 minutes." +
    • + +
  • A Web based email application automatically logs users out when there has been no + activity for 30 minutes. The application includes a preference that allows users to + adjust the amount of time to any value. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check to see if there is a mechanism to set the time limit to 10 times the default + time limit. +
    2. + +
  2. Change the time limit to a new value that is 10 times the default time limit.
    3. + +
  3. Perform an action that has a time limit.
    4. + +
  4. Wait until the default time limit has passed.
    5. + +
  5. Check that the time limit does not expire until the limit specified in step 2 has + passed. +
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #5 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G181.html b/wcag21/techniques/general/G181.html new file mode 100644 index 0000000..64393e8 --- /dev/null +++ b/wcag21/techniques/general/G181.html @@ -0,0 +1,151 @@ + + + + + G181: Encoding user data as hidden or encrypted data in a re-authorization page + + + + + + + +

Encoding user data as hidden or encrypted data in a re-authorization page

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Pages that require user authentication where the time available for submitting data + is limited. +

+

This technique relates to Success Criterion 2.2.5: Re-authenticating (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

Web servers that require user authentication often terminate the session after a set + period of time if there is no activity from the user. If the user is unable to input + the data quickly enough and the session times out before they submit, the server will + require re-authentication before proceeding. When this happens, the server passes + (as hidden data) the information from the form into the page that is used for re-authentication. + Then, when the user re-authenticates, the server can use the information passed on + from the re-authentication page to submit the form directly or to present a page that + includes the data that is to be submitted for review. In this technique, the server + does not have to store any user-submitted data on server. This is an important technique + for those cases where it is either illegal or a security risk for the server to store + information temporarily. It also is useful in that it frees the server from having + to maintain the stored information and reconnect it with the newly authenticated session. +

+
+
Note
+
+ +

If the data users are submitting is sensitive or presents a security risk, authors + should consider the process used to pass the data to the re-authentication page and, + after re-authentication, to the page that will process the original data in order + to ensure that the data is protected. +

+ +
+
+
+
+

Examples

+
    + +
  • A user has logged in to use a wiki and begins editing a page. The time taken to complete + the edits exceeds the time allowed by the server for session inactivity. When the + user submits the edits, the user is notified that the session has timed out and is + redirected to a login page. The script that handles the original form submission passes + the edits as a variable to the login page and when the user successfully logs in, + passes the users edits back to the script that handles form submissions and the edits + are processed as though no session timeout had occurred. +
    • + +
  • A user had logged in to a secure shopping site and fills out some of the information + on an order form. For security reasons, the session times out after 30 mintues, but + the user does not submit the form until 45 minutes after loading the page. The user + is informed of the time out and is prompted to log-in again. If the user logs in correctly, + the order form is presented to the user with all of the data previously entered and + the user is able to review their submission and submit the form. If the log-in is + not successfully completed, then the form data is discarded by the server. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

On a site that requires user login to submit data:

+ +
    + +
  1. Log in and begin the timed activity.
    2. + +
  2. Allow the session to time out.
    3. + +
  3. Submit the data.
    4. + +
  4. Re-authenticate.
    5. + +
  5. Check that the process can continue and be completed without loss of data, including + the original data and any changes made after re-authentication. +
    6. + +
  6. Check that the process used to save the information submitted in step 3 is not stored + on the server. (Note: This requires knowledge of the technology and features used + to implement the technique.) +
    7. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #5 and #6 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G182.html b/wcag21/techniques/general/G182.html new file mode 100644 index 0000000..382d85e --- /dev/null +++ b/wcag21/techniques/general/G182.html @@ -0,0 +1,162 @@ + + + + + G182: Ensuring that additional visual cues are available when text color differences are + used to convey information + + + + + + + + +

Ensuring that additional visual cues are available when text color differences are + used to convey information +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Colored text when the color is used to convey information such as:

+
    + +
  • Words that are links in a paragraph
    • + +
  • Items in a list where some are different than others and are presented in colored + text +
    • + +
+

This technique relates to Success Criterion 1.4.1: Use of Color (Sufficient). +

+
+
+

Description

+

The intent of this technique is to provide a redundant visual cue for users who may + not be able to discern a difference in text color. Color is commonly used to indicate + the different status of words that are part of a paragraph or other block of text + or where special characters or graphics cannot be used to indicate which words have + special status. For example, scattered words in text may be hypertext links that are + marked as such by being printed in a different color. This technique describes a way + to provide cues in addition to color so that users who may have difficulty perceiving + color differences or have low vision can identify them. +

+

To use this technique, an author incorporates a visual cue in addition to color for + each place where color alone is used to convey information. Visual cues can take many + forms including changes to the font style, the addition of underlines, bold, or italics, + or changes to the font size. +

+
+
Note
+
+ +

While this technique is sufficient to meet the visual requirements of Success Criterion + 1.4.1, the information conveyed by the color must also be available programmatically + to satisfy Success Criterion 1.3.1. See + How to Meet 1.3.1. +

+ +
+
+
+
+

Examples

+
    + +
  • The default formatting for links on a page includes presenting them both in a different + color than the other text on the page underlining them to make the links identifiable + even without color vision. +
    • + +
  • An article comparing the use of similar elements in different markup languages uses + colored text to identify the elements from each language. Elements from the first + markup language are identified using BLUE, bolded text. Elements from the second are + presented as RED, italicized text. +
    • + +
  • A news site lists links to the articles appearing on its site. Additional information + such as the section the article appears in, the time the article was posted, a related + location or an indication that it is accompanied by live video appears in some cases. + The links to the articles are in a different color than the additional information + but the links are not underlined, and each link is presented in a larger font than + the rest of the information so that users who have problems distinguishing between + colors can identify the links more easily. +
    • + +
  • Short news items sometimes have sentences that are also links to more information. + Those sentences are printed in color and use a sans-serif font face while the rest + of the paragraph is in black Times-Roman. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Locate all instances where the color of text is used to convey information.
    2. + +
  2. Check that any text where color is used to convey information is also styled or uses + a font that makes it visually distinct from other text around it. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G183.html b/wcag21/techniques/general/G183.html new file mode 100644 index 0000000..d724bfd --- /dev/null +++ b/wcag21/techniques/general/G183.html @@ -0,0 +1,203 @@ + + + + + G183: Using a contrast ratio of 3:1 with surrounding text and providing additional visual + cues on focus for links or controls where color alone is used to identify them + + + + + + + + +

Using a contrast ratio of 3:1 with surrounding text and providing additional visual + cues on focus for links or controls where color alone is used to identify them +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Colored text when color alone is used to convey information such as words that are + links in a paragraph +

+

This technique relates to Success Criterion 1.4.1: Use of Color (Sufficient). +

+
+
+

Description

+

The intent of this technique is to provide a redundant visual cue for users who may + not be able to discern a difference in text color. Color is commonly used to indicate + words that are links within a paragraph or other block of text. For example, scattered + words in text may be hypertext links that are identified only by a difference in color + with surrounding text. This technique describes a way to provide additional cues on + hover and focus so that users who may have difficulty perceiving color differences + or have low vision can identify them. +

+

With this technique, a + relative luminance + (lightness) difference of 3:1 or greater with the text around it can be used if additional + visual confirmation is available when a user points or tabs to the link. Visual highlights + may, for example, take the form of underline, a change in font style such as bold + or italics, or an increase in font size. +

+

While using this technique is sufficient to meet this success criteria, it is not + the preferred technique to differentiate link text. This is because links that use + the relative luminance of color alone may not be obvious to people with black/white + color blindness. If there are not a large number of links in the block of text, underlines + are recommended for links. +

+
+
Note
+
+ +

This technique is about the use of color in addition to luminosity. In this technique, + the contrast ratio refers to the contrast between a link and the words around it. + In Success Criterion 1.4.3 and 1.4.6, contrast ratio refers to the contrast between + a word and its background. The difference is that this technique is about the ability + for users to tell the difference (a noticeable difference) between different pieces + of text whereas the contrast ratio used in success criterion 1.4.3 and 1.4.6 is about + the readability of the text with its background for different color and vision disabilities. +

+ +

If an author wants to use the color portion of this technique (i.e., using different + colors for the words where the colors have sufficient contrast with each other) and + the author also wants to conform to SC 1.4.3 (contrast of both words with their backgrounds) + the following colors can be used. (e.g., black text in a paragraph on a white background + with the links shown as one of the colors in example 1 below. +

+ +

If assistive technology or Web browsers at some point all provide an option to underline + all links on Web pages for users, this could be used instead of an author-provided + link highlighting mechanism. +

+ +
+
+
+
+

Examples

+
+

Example 1: Colors that would provide 3:1 contrast with black words and 4.5:1 contrast + with a white background +

+

Refer to + Links with a 3:1 contrast ratio with surrounding text + +

+
+
+

Example 2

+

The hypertext links in a document are medium-light blue (#3366CC) and the regular + text is black (#000000). Because the blue text is light enough, it has a contrast + of 3.9:1 with the surrounding text and can be identified as being different than the + surrounding text by people with all types of color blindness, including those individuals + who cannot see color at all. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Locate all instances where color alone is used to convey information about text.
    2. + +
  2. Check that the + relative luminance + of the color of the text differs from the relative luminance of the surrounding text + by a contrast ratio of at least 3:1. +
    3. + +
  3. Check that pointing (mouseover) to the link causes a visual enhancement (such as an + underline, font change, etc.) +
    4. + +
  4. Check that moving keyboard focus to the link causes a visual enhancement (such as + an underline, font change, etc.) +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2, #3, and #4 are all true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G184.html b/wcag21/techniques/general/G184.html new file mode 100644 index 0000000..db8d3c4 --- /dev/null +++ b/wcag21/techniques/general/G184.html @@ -0,0 +1,149 @@ + + + + + G184: Providing text instructions at the beginning of a form or set of fields that describes + the necessary input + + + + + + + + +

Providing text instructions at the beginning of a form or set of fields that describes + the necessary input +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to help the user avoid input errors by informing + them ahead of time about restrictions on the format of data that they must enter. + Instructions on such restrictions are provided at the top of forms. This technique + works best for forms that have a small number of fields or those where many form fields + require data in the same format. In these cases, it is more efficient to describe + the format once in instructions at the top of the form rather than repeating the same + information for each field that has the same restricted format requirement. +

+
+
+

Examples

+
+

Example 1

+

A business networking site allows users to post descriptions of jobs they have held. + The form to gather the information includes fields for the company name, job title, + from and to dates, and job description. At the top of the form are the following instructions: +

+
    + +
  • Enter requested information about the position you wish to add to your profile. Dates + should be entered in mm/dd/yyyy format." +
    • + +
+
+
+

Example 2

+

A corporate directory allows users to customize information such as telephone number + and job responsibilities by editing their profile. At the top of the form are the + following instructions: +

+
    + +
  • You can modify the information in any field. When you select Finish, your changes + will be saved and you will have the opportunity to publish your profile. Should you + decide that you don't want to keep your changes, select the Cancel button. +
    • + +
  • You cannot edit the information that is displayed as system text in your profile (i.e., + not contained in a field). This information has been obtained from an corporate human + resources information. If you find something is incorrect or out of date that you + cannot edit, select the help icon next to the information to find out how to correct + it. +
    • + +
  • Phone numbers may contain numbers and dashes (-) only.
    • + +
  • Required fields are marked with an asterisk (*) and must be filled in to complete + the form. +
    • + +
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify form controls that will only accept user input data in a given format.
    2. + +
  2. Determine if instructions are provided at the top of the form about the expected format + of each of the form controls identified in 1. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G185.html b/wcag21/techniques/general/G185.html new file mode 100644 index 0000000..34026f0 --- /dev/null +++ b/wcag21/techniques/general/G185.html @@ -0,0 +1,118 @@ + + + + + G185: Linking to all of the pages on the site from the home page + + + + + + + +

Linking to all of the pages on the site from the home page

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain links.

+

This technique relates to Success Criterion 2.4.5: Multiple Ways (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

The objective of this technique is to make it possible for users to locate all the + information in a small Web site by providing links to all Web pages from the home + page. When the number of pages in the site is small enough, the home page can contain + site map information directly. The other pages in the Web site contain links to the + home page. +

+

In this way, the home page serves as two mechanisms in one. It provides the usual + navigation to pages. It also is a de facto site map to the site. +

+

All the Web pages in the site may contain links to all the other pages, and those + sets of links satisfy + Success Criterion 3.2.3 (Consistent Navigation). +

+
+
+

Examples

+
    + +
  • A small commercial Web site for a consultant contains a home page, a Contacts page + for contacting the consultant, a page describing the consultant's background, and + a page with examples of the consultant's work. Each page contains a navigation bar + that links to all the other pages in the site. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the home page contains links to all other pages in the Web site.
    2. + +
  2. Check that all other pages in the Web site contain links to the home page.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G186.html b/wcag21/techniques/general/G186.html new file mode 100644 index 0000000..bdbb287 --- /dev/null +++ b/wcag21/techniques/general/G186.html @@ -0,0 +1,120 @@ + + + + + G186: Using a control in the Web page that stops moving, blinking, or auto-updating content + + + + + + + +

Using a control in the Web page that stops moving, blinking, or auto-updating content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide the user a control that allows him to + stop moving or blinking content. Since the control is in the web page, the control + itself meets the appropriate level of WCAG conformance e.g., it has appropriate contrast, + it has a name that identifies it, it is keyboard accessible. The control is either + at the top of the page or adjacent to the moving content. A single control may stop + all moving or blinking content on the page, or there may be separate controls for + separate parts of the content. +

+
+
+

Examples

+
+

Example 1: Stock Market Ticker Tape

+

A Web page displays the latest stock market results in a "ticker tape" that automatically + scrolls across the bottom of the screen. A "Pause" button lets the user stop the ticker + tape. When the ticker tape is unpaused, it resumes displaying the current stock market + information. +

+
+
+

Example 2: Teleconferencing Tool

+

A teleconferencing Web page displays a speaker queue of people who wish to speak. + A checkbox on the page lets the user choose whether the display of the queue should + be updated automatically when a new person is added or removed, or whether it should + only be updated when the user presses the "Refresh" button. When the queue is being + updated automatically, the Refresh button is deactivated. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a control on the Web page to stop the motion.
    2. + +
  2. Activate the control.
    3. + +
  3. Check that the motion, blinking or auto-updating has stopped.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G187.html b/wcag21/techniques/general/G187.html new file mode 100644 index 0000000..996f9f3 --- /dev/null +++ b/wcag21/techniques/general/G187.html @@ -0,0 +1,112 @@ + + + + + G187: Using a technology to include blinking content that can be turned off via the user + agent + + + + + + + + +

Using a technology to include blinking content that can be turned off via the user + agent +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that blinking content can be turned off + using user agent features. User agents allow users to stop animation of content in + certain technologies. When the user activates this feature, all animation, including + blinking, is stopped. This feature can be provided either through interactive controls + that conform to WCAG or through documented keyboard shortcuts. +

+

The most common way for users to stop animation is to press the "escape" key. As long + as there are no processes that take precedence in the event queue for a press of that + key, this is taken as a command to stop animation of moving or blinking content. +

+

Technologies for which this is known generally to work include:

+
    + +
  • Graphics Interchange Format (GIF)
    • + +
  • Animated Portable Network Graphics (APNG)
    • + +
+
+
+

Examples

+
    + +
  • A page contains a blinking banner intended to draw the user's attention to it. The + banner is an animated gif image which repeats indefinitely. The user presses the "escape" + key, which causes the user agent to stop the animation of all animated gif images + on the page. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Load a page that includes blinking content.
    2. + +
  2. Activate the browser's stop animation command (usually the Escape key).
    3. + +
  3. Check to see if the blinking stops.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G188.html b/wcag21/techniques/general/G188.html new file mode 100644 index 0000000..7927635 --- /dev/null +++ b/wcag21/techniques/general/G188.html @@ -0,0 +1,142 @@ + + + + + G188: Providing a button on the page to increase line spaces and paragraph spaces + + + + + + + +

Providing a button on the page to increase line spaces and paragraph spaces

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology.

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient). +

+
+
+

Description

+

Many people with cognitive disabilities have trouble reading text that is single spaced. + A button that increases the line height will help them read the content. In order + to retain the separation of paragraphs, the space between paragraphs should also increase + so that it is at least 1.5 times as high as the line spacing. +

+
+
Note
+
+ +

This technique can be used in combination with a style switching technique to present + a page that is a + conforming alternate version + for non-conforming content. Refer to + C29: Using a style switcher to provide a conforming alternate version + and + Understanding Conforming Alternate Versions + for more information. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

Use standard style page switching and have a button or link on the page that switches + the stylesheet. The new stylesheet contains a rule to increase the line height and + a class to increase the paragraph spacing. + 

+              p {line-height: 150%; margin-bottom: 2em;}
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a button or link on the page that increases the size of the line + height and the paragraph spacing, which is labeled as such. +
    2. + +
  2. Activate the button or link.
    3. + +
  3. Check that the button or link increases the line height to at least 1.5 (150%)
    4. + +
  4. Check that the button or link increases the paragraph spacing at least 1.5 times greater + than the line spacing. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1, #3 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G189.html b/wcag21/techniques/general/G189.html new file mode 100644 index 0000000..df28748 --- /dev/null +++ b/wcag21/techniques/general/G189.html @@ -0,0 +1,178 @@ + + + + + G189: Providing a control near the beginning of the Web page that changes the link text + + + + + + + +

Providing a control near the beginning of the Web page that changes the link text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain links.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide the user with a control near the beginning + of the page that takes the user to a conforming alternate version of the Web page + where the link text alone of each link is sufficient to determine its purpose out + of context. +

+

Some users prefer to have links that are self-contained, where there is no need to + explore the context of the link. Other users find including the context information + in each link to be repetitive and to reduce their ability to use a site. Among users + of assistive technology, the feedback to the working group on which is preferable + has been divided. This technique allows users to pick the approach that works best + for them. Users who need or prefer potentially longer but complete link text use this + version. +

+

If the control for switching to the alternate version is a link, it must always be + possible to understand the purpose of the control directly from its link text. +

+

This technique provides the alternate version for the current page view. It is also + possible, and in some cases would be advisable, to save this preference in a cookie + or server-side user profile, so that users would only have to make the selection once + per site and would automatically be taken to their preferred version. +

+
+
Note
+
+ +

This technique can be used in combination with a style switching technique to present + a page that is a + conforming alternate version + for non-conforming content. Refer to + C29: Using a style switcher to provide a conforming alternate version + and + Understanding Conforming Alternate Versions + for more information. +

+ +
+
+
+
+

Examples

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a control near the beginning of the Web page to change link text.
    2. + +
  2. Activate the control.
    3. + +
  3. Check that all links in the resulting Web page have link text that describes their + purpose. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G19.html b/wcag21/techniques/general/G19.html new file mode 100644 index 0000000..99533ac --- /dev/null +++ b/wcag21/techniques/general/G19.html @@ -0,0 +1,157 @@ + + + + + G19: Ensuring that no component of the content flashes more than three times in any 1-second + period + + + + + + + + +

Ensuring that no component of the content flashes more than three times in any 1-second + period +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to any technology

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to avoid flashing at rates that are known to cause + seizures if the flashes are bright and large enough. Since some users may be using + screen enlargers, this technique limits the flashing of any size content to no more + than three flashes in any 1-second period. +

+
+
Note
+
+ +

This technique is stricter than the Level A Success Criteria but is easier to test + and can be used to meet the Level A Success Criteria because all failure thresholds + in the Level A Success Criteria involve flashing 3.5 flashes or more within one second. + Most content does not flash at all and even content that blinks does not blink this + fast except on rare occasions. Therefore, in order to avoid having to carry out the + more complex testing specified by the Success Criteria, one could follow this technique + to ensure that content only flashes one, two, or at most three times in any 1-second + period. +

+ +

Regarding 3.5 Flashes; if there are seven transitions from dark to light or light + to dark, it would be 3.5 flashes, which is more than the allowed three flashes (six + transitions). +

+ +
+
+

+ Examples of 3.5 flashes or seven transitions: + +

+
    + +
  • STARTING DARK-LIGHT-DARK-LIGHT-DARK-LIGHT-DARK-LIGHT or
    • + +
  • STARTING LIGHT-DARK-LIGHT-DARK-LIGHT-DARK-LIGHT-DARK.
    • + +
+
+
+

Examples

+
    + +
  • Content has lightning flashes. Content is designed so that lightning only flashes + two or three times without a pause in flashing. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there are no more than three flashes during any 1-second period.
    2. + +
  2. If there are three flashes, check that the Light/Dark status at the end of the 1-second + period is the same as at the start. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Both Step 1 and Step 2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G190.html b/wcag21/techniques/general/G190.html new file mode 100644 index 0000000..a567ec7 --- /dev/null +++ b/wcag21/techniques/general/G190.html @@ -0,0 +1,134 @@ + + + + + G190: Providing a link adjacent to or associated with a non-conforming object that links + to a conforming alternate version + + + + + + + + +

Providing a link adjacent to or associated with a non-conforming object that links + to a conforming alternate version +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique is not referenced from any Understanding document.

+
+
+

Description

+

It is better for all objects on a page to conform, but there are certain circumstances + where that may not be possible. There may be situations when an object or section + of content targets people with certain disabilities while those same attributes make + it inaccessible for someone else. There may also be other reasons not to have a conforming + object on the Web page. When an object does not conform, then a link to a conforming + alternate version is adjacent to the non-conforming object in the linear reading order + or is associated with the the non-conforming content. The conforming alternate version + conveys the same information as the non-conforming version. +

+
+
+

Examples

+
+

Example 1: A video of a rap song where audio descriptions would interfere with the + artistic integrity of the music +

+

A video of a rap song named "The Hip Hop Kid" has a musical background. Introducing + "Audio Description" speaking parts during the pauses in the song would interfere with + the guitar lines and drum grooves that the artist is trying to convey. On the Web + page, immediately following the video object, there is a link that says, "Audio described + version of 'The hip hop kid'" which contains a version of the video containing audio + descriptions of what is happening visually in the video. +

+
+
+

Example 2: An image of a historical document

+

A Web page about the Declaration of Independence contains an image of the document. + There is not sufficient contrast between the text and the background, and the handwriting + on the document is difficult to read. A link takes the user to an HTML version of + the document. +

+
+
+

Example 3: An animation that is not accessibility supported

+

An interactive animation created using a Web technology that is not accessibility + supported is displayed on a Web page. A link to a conforming alternate version of + the animation is adjacent to the non-conforming content. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each non-conforming object in a page:

+ +
    + +
  1. Check to see if there is a non-conforming object on the Web Page.
    2. + +
  2. Check to see if there is a link to an identifiable conforming version of the object + directly after the non-conforming object in the linear reading order. +
    3. + +
  3. Check to see if the link goes to a conforming version.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G191.html b/wcag21/techniques/general/G191.html new file mode 100644 index 0000000..f20d75d --- /dev/null +++ b/wcag21/techniques/general/G191.html @@ -0,0 +1,147 @@ + + + + + G191: Providing a link, button, or other mechanism that reloads the page without any blinking + content + + + + + + + + +

Providing a link, button, or other mechanism that reloads the page without any blinking + content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique relates to all technologies.

+

This technique relates to Success Criterion 2.2.2: Pause, Stop, Hide (Sufficient). +

+
+
+

Description

+

This is a general technique for allowing people who cannot use a page with blinking + content to turn the blinking content off. + Conformance Requirement 1 + allows for conforming alternate pages to be used to meet conformance. This technique + is an example of that approach applied to success criteria 2.2.2. +

+

It is important that the page without blinking content contain all of the information + that was on the page with blinking content. +

+
+
Note
+
+ +

Removing the content that was blinking from the page would only be satisfactory if + the blinking content was redundant with non blinking content in the original page. +

+ +

This technique can be used in combination with a style switching technique to present + a page that is a + conforming alternate version + for non-conforming content. Refer to + C29: Using a style switcher to provide a conforming alternate version + and + Understanding Conforming Alternate Versions + for more information. +

+ +
+
+
+
+

Examples

+
    + +
  • A page has blinking text at the top warning users that they should not submit the + page without first registering. A link at the very top of the page reloads the page + with the blinking text replaced with text that is styled to be highly visible but + does not blink. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a mechanism to reload page to turn off blinking.
    2. + +
  2. Check that reloaded page has no blinking.
    3. + +
  3. Check that the reloaded page has all the information and functionality of the original + page. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G192.html b/wcag21/techniques/general/G192.html new file mode 100644 index 0000000..51ea57e --- /dev/null +++ b/wcag21/techniques/general/G192.html @@ -0,0 +1,117 @@ + + + + + G192: Fully conforming to specifications + + + + + + + +

Fully conforming to specifications

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique relates to all markup languages with specifications.

+

This technique relates to Success Criterion 4.1.1: Parsing (Sufficient). +

+
+
+

Description

+

When markup languages are used in a way that fully conforms to their specifications, + all of the requirements in 4.1.1 are met. Therefore, while fully conforming to specifications + is not required to conform to WCAG 2.0, it is a best practice and is sufficient to + meet Success Criterion 4.1.1. +

+
+
+

Examples

+
    + +
  • A page is created with care to make sure that all technologies are used according + to specification. It is run through a validator and all identified errors are corrected. + Specification requirements that can not be identified by validation are also checked + and any failures are corrected. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that all technologies are used according to specification.
    2. + +
+ +
+
Note
+
+ +

While validators can be great tools for catching errors, they usually cannot catch + all cases where content fails to fully conform to a specification. +

+ +
+
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G193.html b/wcag21/techniques/general/G193.html new file mode 100644 index 0000000..14fbbd4 --- /dev/null +++ b/wcag21/techniques/general/G193.html @@ -0,0 +1,130 @@ + + + + + G193: Providing help by an assistant in the Web page + + + + + + + +

Providing help by an assistant in the Web page

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to provide help using a multimedia avatar that provides + assistance in using the Web page. An avatar can be particularly helpful to people + with cognitive disabilities who may have trouble reading text. The use of visuals + will help some people to focus on the material presented. +

+
+
Note
+
+ +

The multimedia avatar must also satisfy relevant Success Criterion in + Guideline 1.2. +

+ +
+
+
+
+

Examples

+
    + +
  • The home page of an online banking application has an embedded avatar named Vanna. + She gives new online banking clients a tour of the features provided in the application. + The assistant can be started and stopped and paused. The client can rewind and fast + forward through the material. A text alternative of the information is available from + a link next to the avatar. +
    • + +
  • A volunteer site has a welcoming page for new volunteers. In it there is an application + form. On the right side of the page there an interactive multimedia file with an avatar + that explains all the features and sections of the application form. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is an assistant in the Web page.
    2. + +
  2. Check that the assistant provides information to help understand the content of the + page. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G194.html b/wcag21/techniques/general/G194.html new file mode 100644 index 0000000..8259b27 --- /dev/null +++ b/wcag21/techniques/general/G194.html @@ -0,0 +1,131 @@ + + + + + G194: Providing spell checking and suggestions for text input + + + + + + + +

Providing spell checking and suggestions for text input

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique relates to all technologies.

+

This technique relates to:

+ +
+
+

Description

+

In this technique spell checking and suggestions for text are provided. Often people + with cognitive disabilities have trouble spelling a word, but may be able to get the + spelling approximately correct. A spell checking program will save them time-consuming + research on how to spell the word. This may also be true for blind and low vision + users who might make a mistake when typing. It will also help people with dexterity + disabilities who may be using a head pointer, or who may have scanning software which + makes it very slow and difficult to type. A spell-checking solution that provides + word suggestion(s) and a simple mechanism to select one and input it into the text + input field provides important help for these users and others. +

+
+
+

Examples

+
    + +
  • A search engine has a form field for search terms. When the form is submitted, a server-side + application checks the spelling. If the spelling doesn't match any words for that + language, it sends back a page with a text message at the top saying "Did you mean + ..." with a link to the suggested word. If the user clicks on the link the suggested + term is entered into the form field and is resubmitted. +
    • + +
  • An airline has a on online ticket purchasing application. When a user types the name + of a city into the form field a dropdown menu shows the closest match to the city + in the top of the menu and other suggestions below. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a form field on the page.
    2. + +
  2. Enter a misspelled word.
    3. + +
  3. Check that a suggested spelling is presented.
    4. + +
  4. Check that a mechanism is available to enter the suggested word into the form.
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #3 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G195.html b/wcag21/techniques/general/G195.html new file mode 100644 index 0000000..fb0ad9b --- /dev/null +++ b/wcag21/techniques/general/G195.html @@ -0,0 +1,139 @@ + + + + + G195: Using an author-supplied, highly visible focus indicator + + + + + + + +

Using an author-supplied, highly visible focus indicator

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Generally applicable.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is enhance the focus indicator in the browser, by + creating a highly visible one in the content. The default focus indicator in many + browsers is a thin,dotted, black line. It can be difficult to see the line when it + is around a form element which already has an outline, when the focused element is + inside a table cell, when the focused element is very small, or when the background + of the page is a dark color. +

+

In this technique, when the user places focus on an element, using the mouse, tab + key, arrow keys, keyboard shortcuts, or any other method, the application makes that + focus more visible, using a combination of a highly contrasting color, a thick line, + and other visual indicators such as a glow. +

+
+
+

Examples

+ +
+

Example 2: Form Elements

+

A Web page includes a form inside a table. The borders of both the table and the form + elements are thin, black lines. When focus lands on a form element, the element is + outlined with a 5 pixel red line that is partially transparent. +

+
+
+

Example 3: Menus

+

A Web page includes an interactive menu with sub-menus. A user can move focus in the + menu using the arrow keys. As focus moves, the currently focused menu item changes + its background to a different color, which has a 3:1 contrast ratio with the surrouding + items and a 4.5:1 contrast ratio with its own text. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Place focus on each focusable user interface element on the page using the mouse.
    2. + +
  2. Check that there is a highly visible focus indicator.
    3. + +
  3. Place focus on each focusable user interface element on the page using the keyboard.
    4. + +
  4. Check that there is a highly visible focus indicator.
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G196.html b/wcag21/techniques/general/G196.html new file mode 100644 index 0000000..5461cf8 --- /dev/null +++ b/wcag21/techniques/general/G196.html @@ -0,0 +1,151 @@ + + + + + G196: Using a text alternative on one item within a group of images that describes all items + in the group + + + + + + + + +

Using a text alternative on one item within a group of images that describes all items + in the group +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology where a grouping of non-text content is used to present information + or functionality. +

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to avoid unnecessary duplication that occurs when + a grouping of adjacent non-text content is used to present information or functionality. +

+

In some cases, pages will present a group of images to convey information. When presented + together or in a specific combination these groupings can convey different types of + information. For example, two images of a star where one is presented in black and + white and the other is colored can be used in combination to represent a user rating. + For example, three filled stars followed by two unfilled stars might represent a rating + of three out of five stars. +

+

To use this technique, an author provides a text alternative that serves the equivalent + purpose for the entire group and associates it with one item in the group. The other + items in the group are then marked in a way that can be ignored by assistive technologies. + In this way, the user is able to more efficiently identify the purpose of the group + and can avoid duplication or confusion that may result had a text alternative been + provided for each item in the group. +

+
+
+

Examples

+
+

Example 1: A rating system in HTML

+

In the following example, a rating is shown as three filled stars and two empty stars. + While a text alternative could have been provided for each of the five images, the + author has instead provided the rating in the form "3 out of 5 stars" for the first + image and has marked the others using null alt text. + 

+              <p>Rating: 
+                <img src="star1" alt="3 out of 5 stars">
+                <img src="star1" alt="">
+                <img src="star1" alt="">
+                <img src="star2" alt="">
+                <img src="star2" alt="">
+                </p>
+
+
+

Example 2: A button created from a group of images in XHTML

+

In this example, each button has a set of images to indicate the level of conformance + to WCAG being claimed. This approach makes it possible for assistive technologies + to avoid announcing things like, "Image A, Image A, Image A" etc. + 

+              <p>Conformance Level:</p>
+                <button name="A"><img src="a.png" alt="A" /></button> <br />
+                <button name="AA"><img src="a.png" alt="AA" /><img src="a.png" alt="" /></button> <br />
+                <button name="AAA"><img src="a.png" alt="AAA" /><img src="a.png" alt="" /><img src="a.png" alt="" /></button>
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that one item in the group includes a text alternative that serves the equivalent + purpose for the entire group. +
    2. + +
  2. Check that the other items in the group are marked in a way that can be ignored by + assistive technologies. +
    3. + +
  3. Check that the items marked in a way that can be ignored by assistive technologies + are adjacent to the item that contains the text alternative for the group. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G197.html b/wcag21/techniques/general/G197.html new file mode 100644 index 0000000..8b16bcb --- /dev/null +++ b/wcag21/techniques/general/G197.html @@ -0,0 +1,125 @@ + + + + + G197: Using labels, names, and text alternatives consistently for content that has the same + functionality + + + + + + + + +

Using labels, names, and text alternatives consistently for content that has the same + functionality +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All content.

+

This technique relates to Success Criterion 3.2.4: Consistent Identification (Sufficient, together with ). +

+
+
+

Description

+

The purpose of this technique is to help users with cognitive disabilities, blindness + and vision loss to understand what will happen when they interact with a function + on a Web page. If there are different labels on user interface components (i.e., elements, + links, JavaScript objects, etc.) that have the same function, the user will not know + that they have encountered a component with the same function and will not know what + to expect. This could lead to many unnecessary errors. It is also recommended that + this approach to consistent labelling be applied across the Web site. +

+
+
+

Examples

+
    + +
  • A Web page has a form field at the top of the page labeled "Search". On the bottom + of the page is another form field which provides the same function. It is also labeled + "Search." +
    • + +
  • A picture of a question mark is used to steer users to sections of the page that provide + additional information. Each time the picture of the question mark appears it has + the same text alternative "more information." +
    • + +
  • A link to the Contact Us page of a Web site has the link text "Contact". At the bottom + of the page there is a link that also goes to the Contact Us page. It also has the + link text "Contact". +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that each component is associated with text that identifies it (i.e., label, + name, or text alternative). +
    2. + +
  2. Check that this associated text is identical for each user interface component with + the same function. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G198.html b/wcag21/techniques/general/G198.html new file mode 100644 index 0000000..9fdb957 --- /dev/null +++ b/wcag21/techniques/general/G198.html @@ -0,0 +1,118 @@ + + + + + G198: Providing a way for the user to turn the time limit off + + + + + + + +

Providing a way for the user to turn the time limit off

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique relates to all technologies.

+

This technique relates to Success Criterion 2.2.1: Timing Adjustable (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a mechanism for people who cannot complete + tasks within a specified time limit to turn off the time limit. +

+

It is essential that the mechanism for turning off the time limit can be completed + without a time limit itself and before the time limit for the page expires. To do + this - the mechanism should be available at or near the top of the page so that it + can be found and activated quickly by people with a wide range of disabilities. +

+
+
+

Examples

+
    + +
  • A page has a listing of news headlines that automatically update every minute. At + the top of the page is a link that turns off the updating. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is a mechanism to turn off any time limits near the top of the page.
    2. + +
  2. Verify that the time limit for the page is long enough that a user can easily navigate + to the mechanism even if they are 10 times slower than most users. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G199.html b/wcag21/techniques/general/G199.html new file mode 100644 index 0000000..788cb65 --- /dev/null +++ b/wcag21/techniques/general/G199.html @@ -0,0 +1,126 @@ + + + + + G199: Providing success feedback when data is submitted successfully + + + + + + + +

Providing success feedback when data is submitted successfully

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that accepts user data input.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to reduce the effort required for users to confirm + that an action, such as submitting a Web form, was completed successfully. This can + be accomplished by providing consistently presented feedback that explicitly indicates + success of an action, rather than requiring a user to navigate through content to + discover if the action was successful. +

+

Significant effort can be expended by users who can not easily scan through information + to confirm their action (such as that data submitted has been successfully entered + into a database, sent to a person, or added to content being edited). +

+
+
+

Examples

+
    + +
  • A user logs into a system and gets a response indicating that: "You have successfully + logged in," so they do not need to navigate through the screen to find an indicator + that they are logged in, such as finding their user name, or perhaps the login link + replaced with a logout link. Finding these cues can be time consuming. +
    • + +
  • A user fills in a quiz or test and submits it. The response informs them that the + test was successfully submitted, so that they don't need to navigate through data, + such as a list of submitted tests, to confirm that the test is listed there. +
    • + +
  • A visitor creates an account on a Web site. After submission of the form, feedback + suggests that "Registration was successfully submitted ...," If they are automatically + logged in after registration, the response also says "...and you have been logged + in." If confirmation is required, the feedback includes a message such as "...an email + has been sent to you to which you must reply to confirm your registration." +
    • + +
  • A user submits a form with information directed at support staff. The feedback indicates + that the "The message was successfully sent, and you should receive a reply within + the next 48 hours." +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Fill in form fields with no errors.
    2. + +
  2. Submit the form.
    3. + +
  3. Check that a feedback message on the screen confirms that the submission was successful.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G200.html b/wcag21/techniques/general/G200.html new file mode 100644 index 0000000..c9f9e20 --- /dev/null +++ b/wcag21/techniques/general/G200.html @@ -0,0 +1,129 @@ + + + + + G200: Opening new windows and tabs from a link only when necessary + + + + + + + +

Opening new windows and tabs from a link only when necessary

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Pages that open new windows

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to limit the use of links or buttons that open + new windows or tabs within Web content. In general, it is better not to open new windows + and tabs since they can be disorienting for people, especially people who have difficulty + perceiving visual content. However there are some situations where it is preferable + from an accessibility perspective to open a new window or tab. Here are two such situations: +

+
    + +
  1. Opening a page containing context-sensitive information, such as help instructions, + or an alternate means of completing a form, such as a calendar-based date picker, + will significantly disrupt a multi-step workflow, such as filling in and submitting + a form, if the page is opened in the same window or tab. +
    2. + +
  2. The user is logged into a secured area of a site, and following a link to a page + outside of the secured area would terminate the user's logon. In this case opening + external links in an external window allows the user to access such references while + keeping their login active in the original window. +
    3. + +
+

It is recommended that when links are opened to a new window, there is advance warning.

+
+
+

Examples

+
+

Example 1: Online Form

+

An online form provides extensive context-sensitive help for each form field on a + separate page because there is too much text to include within the form. The links + to the context-sensitive help open in new windows or tabs to prevent the loss of + any form data that has already been entered. +

+
+
+

Example 2: Secure Web site

+

A page on a secure Web site includes a link to an external page that is outside of + the secure session. The link opens in a new window or tab since opening the link + in the same window will break or destroy the secure session. +

+
+
+

Example 3: Date Picker

+

An online form includes a date field that allows the user to manually type in the + date or select a date from a calendar-based date picker on a separate page. The link + to the calendar-based date picker opens in a new window or tab to prevent the loss + of any form data that has already been entered. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+

+ Beware of opening links in a new window + +

+

+ Top-10 New Mistakes of Web Design + +

+
+ +
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G201.html b/wcag21/techniques/general/G201.html new file mode 100644 index 0000000..4dc5887 --- /dev/null +++ b/wcag21/techniques/general/G201.html @@ -0,0 +1,185 @@ + + + + + G201: Giving users advanced warning when opening a new window + + + + + + + +

Giving users advanced warning when opening a new window

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Pages that open new windows

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide a warning before automatically + opening a new window or tab. Opening new windows automatically when + a link is activated can be disorienting for people who have difficulty + perceiving visual content, and for some people with cognitive disabilities, + if they are not warned in advance. Providing a warning allows the user + to decide it they want to leave the current window, and the warning + will help them find their way back, if they do decide they would like + to go to the new window. It will help them understand that the "back" button + will not work and that they have to return to the last window they + had open, in order to find their previous location. +

+
+
+

Examples

+
+

Example 1: Including the warning in the text describing a control

+

The name or label that describes a control can include the warning + about opening in a new window. + 

+              <a href="knitting.html" target="_blank">All about Knitting 
+                (opens in new window)</a>
+
+
+

Example 2: Using CSS to provide a warning before opening a new window

+

The code below uses CSS to provide a warning before opening a new + window. + 

+              <html>
+                <head>
+                <title>Pop-Up Warning</title>
+                <style type="text/css">
+                body {
+                margin-left:2em;
+                margin-right:2em;
+                }
+                :focus { outline: 0; }
+                a.info {
+                position:relative;
+                z-index:24;
+                background-color:#ccc;
+                color:#000;
+                text-decoration:none
+                }
+                a.info:hover, a.info:focus, a.info:active {
+                z-index:25;
+                background-color:#ff0
+                }
+                a.info span {
+                position: absolute;
+                left: -9000px;
+                width: 0;
+                overflow: hidden;
+                }
+                a.info:hover span, a.info:focus span, a.info:active span {
+                display:block;
+                position:absolute;
+                top:1em; left:1em; width:12em;
+                border:1px solid #0cf;
+                background-color:#cff;
+                color:#000;
+                text-align: center
+                }
+                div.example {
+                margin-left: 5em;
+                }
+                </style>
+                </head>
+                <body>
+                <h1>Pop-Up Warning</h1>
+                <p> This is an example of an <a class="info"
+                href="popup_advisory_technique.html" target="_blank">
+                <strong>External link</strong><span>Opens a new
+                window</span></a>
+                </p>
+                </body>
+                </html>
+

A + working + example of Using CSS to provide a warning before opening a new window + is available. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each link that opens automatically in a new window or tab when + a change of context is initiated by a user request: +

+ +
    + +
  1. Check that there is a warning spoken in assistive technology that + this link opens to a new window. +
    2. + +
  2. Check that there is a visual warning in text that this link opens + to a new window. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and check #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G202.html b/wcag21/techniques/general/G202.html new file mode 100644 index 0000000..34f36ff --- /dev/null +++ b/wcag21/techniques/general/G202.html @@ -0,0 +1,146 @@ + + + + + G202: Ensuring keyboard control for all functionality + + + + + + + +

Ensuring keyboard control for all functionality

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support interactive operation.

+

This technique relates to Success Criterion 2.1.1: Keyboard (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide keyboard operation for all the functionality + of the page. When all functionality of content can be operated through a keyboard + or keyboard interface, it can be operated by those with no vision as well as by those + who must use alternate keyboards or input devices that act as keyboard emulators like + speech input software or on-screen keyboards. +

+

A keyboard interface allows users to provide keystroke input to programs even if the computing device + that they are using does not contain a hardware keyboard. For example, many mobile + devices have keyboard interfaces within their operating system as well the option + to connect external wireless keyboards. Applications can use the interface to obtain + keyboard input either from an external keyboard or from other services that provide + simulated keyboard output, such as switch devices, handwriting interpreters or speech-to-text + applications. +

+

To implement this technique, first determine what functionality is available to users + on the page. In this step, it is important to consider functions performed using both + the mouse and the keyboard together. Examples of functionality include the use of + physical controls such as links, menus, buttons, checkboxes, radio buttons and form + fields as well as the use of features like drag and drop, selecting text, resizing + regions or bringing up context menus. Other examples of functionality may based on + tasks such as adding or removing an item from a shopping cart or initiating a chat + session with a sales representative. +

+

Once the functionality of the content has been determined, the author verifies that + each of the functions identified can be performed using only the keyboard. +

+
+
Note
+
+ +

This does not necessarily mean that each of the individual controls can be used from + the keyboard as long as there are multiple methods to perform the same function available + on the page. Authors are advised to consider how users will discover any keyboard + equivalents which are available. +

+ +
+
+
+
+

Examples

+
    + +
  • A page with images used as links changes when the user hovers over the image with + a mouse. To provide keyboard users with a similar experience, the image is also changed + when a user tabs to it. +
    • + +
  • A page that allows users to click and drag items in a list to reorder them also includes + a series of controls that allows keyboard users to move items up, down or to the beginning + and end of the list. +
    • + +
  • The mobile version of a web site includes a menu button that is tapped to open a site + menu, which is implemented as a floating overlay. To provide access to people using + external keyboards or ability switches with their mobile device, the menu button and + the site menu are both implemented such that they can be operated via the mobile device's + keyboard interface. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify all functionality on the content.
    2. + +
  2. Check that all functionality can be accessed using only the keyboard or keyboard interface.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G203.html b/wcag21/techniques/general/G203.html new file mode 100644 index 0000000..f9ffc0b --- /dev/null +++ b/wcag21/techniques/general/G203.html @@ -0,0 +1,136 @@ + + + + + G203: Using a static text alternative to describe a talking head video + + + + + + + +

Using a static text alternative to describe a talking head video

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Videos of only a speaker

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to provide an alternative to audio description for + synchronized media that has no important time based information contained in the video + portion of the media. This particularly applies to "talking head" videos where a person + is talking in front of an unchanging background, such as a press conference, company + president talk, or government announcement, etc. In this case there are no "important + visual details" which would warrant audio description. + +

+

Audio description is not necessary when there is one person speaking against an unchanging + background because there is no time-based visual information in the video that is + "important" to the understanding of the content. The environment is static and therefore + can be described in a non-multimedia static format such as alternative text that is + programmatically associated with the video. + +

+

All that is necessary in this case is a static text alternative which would contain + a general description of the context of the environment, any opening/closing credits, + any text that appears in the bottom of the video with the name of the speaker, and + other basic information, if these are seen on the screen and cannot be heard in the + audio. + +

+

This technique does NOT apply to a situation where there are multiple speakers and + where the identity of each new speaker is not evident in the audio track but is identified + on screen with visual text as they speak. In this case, audio description should be + used, and this technique would not apply. + +

+
+
+

Examples

+
+

Example 1: A video of a CEO speaking to shareholders

+

A CEO is speaking to shareholders from his office. The video has a title page at the + beginning of the video giving the date. When the speaker begins, there is a strip + of text at the bottom of the video saying "John Doe, President of XYZ Cooperation". + At the end of the video are title credits that say "produced by the Honest TV Productions + Ltd." + +

+

As an alternative, there is a paragraph below the video which is associated with the + video file using aria-describedby which says: "July 22, 2011, John Doe, President + of XYZ cooperation, speaking from his office. Video produced by the Honest TV Productions + Ltd." + +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that there is no important time-based information in the video track + +
    2. + +
  2. Check that the programmatically associated description of the media contains any + context of the content that is not contained in the audio track (e.g. speaker identification, + credits, context) + +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks are true. + +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G204.html b/wcag21/techniques/general/G204.html new file mode 100644 index 0000000..0497b9e --- /dev/null +++ b/wcag21/techniques/general/G204.html @@ -0,0 +1,127 @@ + + + + + G204: Not interfering with the user agent's reflow of text as the viewing window is narrowed + + + + + + + +

Not interfering with the user agent's reflow of text as the viewing window is narrowed

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies

+

This technique relates to Success Criterion 1.4.8: Visual Presentation (Sufficient). +

+
+
+

Description

+

This technique helps avoid situations where horizontal scrolling may occur. Many people + with cognitive disabilities and low vision users who do not use assistive technology + have a great deal of trouble with blocks of text that require horizontal scrolling. + It involves not interfering with the reflow of text if the window is narrowed. One + of the best ways to do this is to define widths of text block containers in percentages. +

+

HTML and XHTML user agents automatically reflow text as the browser window is narrowed + as long as the author does not specify widths using absolute measurements such as + pixels or points. +

+
+
+

Examples

+
+

Example 1

+

A newspaper site includes articles with columns that adjust with the user agents window + width. Users with cognitive disabilities can narrow the column to a width that makes + it easier to read. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open the content that contains a block of text in a common user agent.
    2. + +
  2. Check to see if the user agent has a setting that needs to be enabled to allow for + reflow, and if so, enable it. +
    3. + +
  3. Narrow the viewing window to 1/4 of the screen width.
    4. + +
  4. Check to see that the content does not require horizontal scrolling to read a line + of text. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #4 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G205.html b/wcag21/techniques/general/G205.html new file mode 100644 index 0000000..0186d3e --- /dev/null +++ b/wcag21/techniques/general/G205.html @@ -0,0 +1,110 @@ + + + + + G205: Including a text cue for colored form control labels + + + + + + + +

Including a text cue for colored form control labels

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support color and text.

+

This technique relates to Success Criterion 1.4.1: Use of Color (Sufficient). +

+
+
+

Description

+

The objective of this technique is to combine color and text or character cues to + convey information. Most users can quickly scan the content to locate information + conveyed by using color differences. Users who cannot see color can look or listen + for text cues; people using Braille displays or other tactile interfaces can detect + text cues by touch. +

+

The text cue must be included as part of the programmatically determinable name for + the control. +

+
+
+

Examples

+
+

Example 1: Required fields in an HTML form

+

The instructions for an online form say, "Required fields are shown in red and marked + with (required)." The cue "(required)" is included within the label element. + 

<label for="lastname" class="required">Last name (required): </label>
+<input id="lastname" type="text" size="25" value=""/>
+<style type="text/css">
+  .required {
+    color:red;
+  }
+</style>
+
+ +
+

Tests

+
+

Procedure

+ +

For any content where color differences are used to convey information: + +

+ +
    + +
  1. Check that the same information is available through text or character cues.
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G206.html b/wcag21/techniques/general/G206.html new file mode 100644 index 0000000..e009f0a --- /dev/null +++ b/wcag21/techniques/general/G206.html @@ -0,0 +1,147 @@ + + + + + G206: Providing options within the content to switch to a layout that does not require the + user to scroll horizontally to read a line of text + + + + + + + + +

Providing options within the content to switch to a layout that does not require the + user to scroll horizontally to read a line of text +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support style switching

+

This technique relates to:

+ +
+
+

Description

+

There may be situations where an author needs to use a layout that requires horizontal + scrolling. In that case, it is sufficient to provide options within the content that + switch to a layout that does not require the user to scroll horizontally to read a + line of text. This may be achieved using standard style switching technology. +

+

It should be noted that it is also sufficient to lay out the content in such a way + that horizontal scrolling is required to access content, but that it is not necessary + to scroll horizontally in order to read a line of text. +

+

For instance, a spreadsheet that requires horizontal scrolling is acceptable if no + horizontal scrolling is necessary for each column individually (i.e., scrolling is + only necessary to see other columns, but not for the left or right edges of each individual + column). +

+
+
Note
+
+ +

This technique can be used in combination with a style switching technique to present + a page that is a conforming alternate version for non-conforming content. Refer to C29: Using a style switcher to provide a conforming alternate version and Understanding Conforming Alternate Versions for more information. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

A real estate company has an online annual report that has an identical layout to + that of their print version, and as such, requires horizontal scrolling to read a + line of text. A control is on the page that switches the stylesheet and provides a + layout that does not require horizontal scrolling. +

+
+
+

Example 2

+

A financial spreadsheet is online. It includes text explaining changes in the housing + market in January. Off-screen to the right, there is a column with an explanation + of changes to the market in September. The user can horizontally scroll to the September + area and read each line of text without any further scrolling when the window size + is maximized. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open the content that requires horizontal scrolling on a full screen window.
    2. + +
  2. Check that there is an option within the content to switch to a layout that does not + require the user to scroll horizontally to read a line of text. +
    3. + +
  3. Activate the option.
    4. + +
  4. Check to make sure that horizontal scrolling is not required to read any line of text. + +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G207.html b/wcag21/techniques/general/G207.html new file mode 100644 index 0000000..5938491 --- /dev/null +++ b/wcag21/techniques/general/G207.html @@ -0,0 +1,167 @@ + + + + + G207: Ensuring that a contrast ratio of 3:1 is provided for icons + + + + + + + +

Ensuring that a contrast ratio of 3:1 is provided for icons

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that support graphical icons.

+

This technique relates to Success Criterion 1.4.11: Non-text Contrast (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure graphical icons provide enough contrast + for people with vision impairments. Not all graphics are within the scope of SC 1.4.11 Non-text contrast but if the icons are required to understand the content, then the icons need to have + a contrast ratio of at least 3:1. +

+

The success criteria for non-text contrast uses the term "graphical object" to cover small simple graphics, and parts of larger complex graphics. This technique + focuses on solid color icons used on solid or gradient backgrounds. +

+

When choosing the colors for graphics, consider the color(s) adjacent to that graphic, + and test that the contrast ratio is at least 3:1. +

+
+
Note
+

A selection of tools and applications for testing contrast ratios can be found in + Understanding SC 1.4.3 Contrast (minimum). +

+
+
+
+

Examples

+
+

Example 1: Solid icon color against the background

+

A solid icon such as a telephone symbol uses orange on a white background. The color + orange (#E3660E) is tested against the white background (#FFFFFF) and it has a contrast ratio of 3.4:1. +

+

Orange icon on white background

+
+
+

Example 2: Solid icon color against a custom background

+

A solid icon such as a telephone symbol used within an orange background. The orange + and white colors are the same as in example 1, in this case the contrast against the + white background is not relevant, the white icon within the orange background is what + provides the information in the icon and as a result needs to meet the contrast requirement. +

+

Orange icon on white background

+
+
+

Example 3: Solid icon with a gradient background

+

A solid icon such as a telephone symbol using a dark blue icon on a white-to-blue + gradient background. The first test of the icon should be against the darkest (least + contrasting) background that is adjacent to the icon color. If that is at least 3:1, + it passes the success criteria. +

+

Dark blue icon on white-to-blue background.

+
+
+

Example 4: Solid icon with gradient background overlapping in contrast

+

A solid icon on a gradient background can overlap in contrast if the graphic is still + understandable where it does not have contrast against all of the background. If you + find the part of the gradient where it does not meet a 3:1 ratio with the graphic + and treat that part as if it was removed, does the icon still convey the appropriate + meaning? +

+

A method of visualizing this is to remove the non-contrasting area and check that + you can still understand the icon. If so, it is sufficient. The images below shows + an icon on a gradient background, and a second version where it removes the area of + the icon that does not meet the 3:1 contrast ratio. It is still recognizable as a + phone icon, so passes the success criteria. +

+

Dark blue icon on white-to-blue background that is dark at the bottom. Dark blue icon on white-to-blue background.

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+

For each graphical object required for understanding use a color contrast tool to:

+
    + +
  1. Determine the foreground color of the graphical object.
    2. + +
  2. Determine the adjacent background color. If the background color is a gradient or + pattern, identify the color with the least contrast to the foreground color. +
    3. + +
  3. Check that the contrast ratio is equal to or greater than 3:1.
    4. + +
  4. If part of the background area does not meet 3:1 with the foreground, assume that + parts of the icon adjacent to the area or areas are not visible. +
    5. + +
  5. Check that the icon is still recognizable without any area of insufficient contrast.
    6. + +
+
+
+

Expected Results

+
    + +
  • #3 and #5 are true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G208.html b/wcag21/techniques/general/G208.html new file mode 100644 index 0000000..8d433b9 --- /dev/null +++ b/wcag21/techniques/general/G208.html @@ -0,0 +1,182 @@ + + + + + G208: Including the text of the visible label as part of the accessible name + + + + + + + +

Including the text of the visible label as part of the accessible name

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This Technique applies to all web technologies that include interactive controls (such + as links or form inputs) +

+

This technique relates to Success Criterion 2.5.3: Label in Name (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that speech input users can operate web + content reliably. +

+

When speech input users interact with a web page, they usually speak a command followed + by the reference to some visible label (like text in a button, the link text, or the + text labelling input fields). For example, they may speak "click search" to activate + a search button. +

+

When speech recognition software processes speech input and looks for matches, it + uses the "accessible name" of controls, which can be different from the visible label. + For example, a button following a search input field may contain the text "go" but + uses an invisible aria-label attribute with the value "search". Since aria-label takes precedence over the text + included in the button, the accessible name of this button will be "search", not "go". + The Accessible Name and Description Computation defines how the accessible name is constructed. +

+

In situations where the visible label is considered inadequate as the accessible name, + it is possible to supplement text in the accessible name. However, in order to meet + 2.5.3 Label in Name, the text string that makes up the visible label must occur in + its entirety in the accessible name. In most situations, where it is felt that additional + context is needed, it is recommended that the visible text should precede the additional + text. When authors make sure that the visible label of a control is included, intact, + in the accessible name of that control, speech input users can be confident that their + input will be correctly interpreted. +

+
+
Note
+

Additional context may be more appropriately included using the Accessible Description + (including through use of aria-describedby). This has the signficant benefit of improving context for some users of assistive + technology without altering the accessible name. +

+
+
+
+

Examples

+
+

Example 1: Link text matches the beginning of the accessible name

+

A link contains visible text and hidden link text. Both together make up the link's + accessible name. The visible text comes first. The idea is to make the link more descriptive + for users of assistive technologies. +

<p>Go to <a href="code-of-conduct.html">Code of conduct <span class="hidden_accessibly"> + of ACME Corporation</span></a><p>
+
+

Example 2: Generic link text concatenated with heading

+

A generic link is combined with the heading of the paragraph to give context. It is + a variation on the first example, this time using aria-labelledby. The advantage of this implementation is that it uses existing visible text on the + page, and so is more likely to be properly translated during any localization transformations. +

+ <h4 id="poor">Insufficient Link Names Invade Community</h4>
+ <p>Citizens are reeling from the growing invasion of useless "read more" links appearing + in their online resources. <a href="poor.html" aria-labelledby="generic poor"><span + id="generic">More...</span></a> + +
+
+

Example 3: Link text included in aria-label

+

Where two strings cannot be grammatically or seamlessly combined using aria-labelledby, aria-label can be used to make a new name which includes the visible label. +

+ ...end of news story. <a href="poor.html" aria-label="Read more about Insufficient + link names">Read more</a> +
+
+

Example 4: The visible button text matches the beginning of the accessible name

+

The visible text inside a button element matches the beginning of accessible name, which also includes hidden text. + The idea of the hidden text is to make the button more descriptive for users of assistive + technologies. +

<button>Send <span class="accessibly-hidden"> Mail</span></button>
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+

For all controls with a visible label, check that:

+
    + +
  1. The accessible name of the control contains the same letters in the same order as + the visible label. +
    2. + +
+
+
+

Expected Results

+
    + +
  • Check #1 true.
    • + +
+

If this is a sufficient technique for a success criterion, failing this test procedure + does not necessarily mean that the success criterion has not been satisfied in some + other way, only that this technique has not been successfully implemented and can + not be used to claim conformance. +

+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G209.html b/wcag21/techniques/general/G209.html new file mode 100644 index 0000000..3a1c997 --- /dev/null +++ b/wcag21/techniques/general/G209.html @@ -0,0 +1,155 @@ + + + + + G209: Provide sufficient contrast at the boundaries between adjoining colors + + + + + + + +

Provide sufficient contrast at the boundaries between adjoining colors

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

For graphics which use multiple colours adjacent to each other.

+

This technique relates to Success Criterion 1.4.11: Non-text Contrast (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure people with moderately low vision can + distinguish boundaries between adjoining segments of color. +

+

The success criteria for non-text contrast uses the term "graphical object" to cover + small simple graphics, and parts of larger complex graphics. This technique focuses + on solid color segments where the boundaries between colors convey meaning. +

+

When selecting colors for graphics with multiple colors, consider adjoining colors + and test that the contrast ratio is at least 3:1. If adjoining colors have less than + 3:1 color contrast ratio difference add a border with at least a 3:1 color contrast + with each color. +

+
+
+

Examples

+
+

Example 1: Pie chart with alternative light/dark colors

+
+ Pie chart of favorite candy flavours, including text labels and contrasting segments. + +
Figure 1The contrast between adjoining segments of the pie chart range from 5.8 to 9.4.
+ +
+
+
+

Example 2: Pie chart with borders between segments

+
+ Pie chart of favorite candy flavours, including text labels and contrasting borders between segments. + +
Figure 2The contrast between the segments of the pie chart range from 1.1 to 1.8. A border + has been added with at least a 3:1 contrast ratio with the colors to distinguish between + segments. . +
+ +
+
+
+

Example 3: Map with border boundaries

+
+ Map showing simple regions with dark background colours and a light border between regions. + +
Figure 3The color contrast of areas within the map range between 1.3 and 1.8. A boundary line + is added with a color contrast ratio of at least 3:1 with the area colors. +
+ +
+
+
+

Example 4: Pie chart with black and white borders

+
+ Pie chart of favorite candy flavours, including text labels and black and white borders between segments. + +
Figure 4The colored areas in the chart are both dark and light. A black and white boundary + line is added to ensure sufficient contrast between both light and dark colors. +
+ +
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+

For each graphical object required for understanding use a color contrast tool to:

+
    + +
  1. Measure the contrast ratio of each color compared to the adjacent color(s) or border + (if present). +
    2. + +
  2. Check that the contrast ratio is at least 3:1 for each adjacent color or border (if + present). +
    3. + +
+
+
+

Expected Results

+
    + +
  • #2 is true
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G21.html b/wcag21/techniques/general/G21.html new file mode 100644 index 0000000..f1558ed --- /dev/null +++ b/wcag21/techniques/general/G21.html @@ -0,0 +1,140 @@ + + + + + G21: Ensuring that users are not trapped in content + + + + + + + +

Ensuring that users are not trapped in content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies which support interactive operation.

+

This technique relates to Success Criterion 2.1.2: No Keyboard Trap (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that keyboard users do not become trapped + in a subset of the content that can only be exited using a mouse or pointing device. + A common example is content rendered by plug-ins. Plug-ins are user agents that render + content inside the user agent host window and respond to all user actions that takes + place while the plug-in has the focus. If the plug-in does not provide a keyboard + mechanism to return focus to the parent window, users who must use the keyboard may + become trapped in the plug-in content. +

+

This problem can be avoided by using one of the following mechanisms to provide a + way for users to escape the subset of the content: +

+
    + +
  • Ensuring that the keyboard function for advancing focus within content (commonly the + tab key) exits the subset of the content after it reaches the final navigation location. +
    • + +
  • Providing a keyboard function to move the focus out of the subset of the content. + Be sure to document the feature in an accessible manner within the subset. +
    • + +
  • If the technology used in the subset of the content natively provides a "move to parent" + keyboard command, documenting that command before the user enters the plug-in so they + know how to get out again. +
    • + +
+

If the author uses a technology that allows users to enter the sub-content with keyboard + and does not allow users to exit the sub-content with keyboard by default (i.e., it + is not a feature of the Web content technology or its user agents) then, in order + to implement this technique the author would either build such a capability into their + content or not use the technology. +

+
+
+

Examples

+
    + +
  • Once a user tabs into an applet, further tabs are handled by the applet preventing + the person from tabbing out. However, the applet is designed so that it returns keyboard + focus back to the parent window when the person finishes tabbing through the tab sequence + in the applet. +
    • + +
  • A page that includes content that is not accessibility-supported contains instructions + about how to move focus back to the accessibility-supported content via the keyboard. + The instructions precede the non accessibility-supported content. +
    • + +
  • The help information available from the content that is not accessibility supported + documents how to move focus back to the accessibility-supported content via the keyboard, + and the help information can be accessed via the keyboard. +
    • + +
  • The help information available for the Web page documents how to move focus + from the content that is not accessibility supported to the accessibility-supported + content via the keyboard, and the help information can be accessed via the keyboard. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Tab through content from start to finish.
    2. + +
  2. Check to see that keyboard focus is not trapped in any of the content.
    3. + +
  3. If keyboard focus appears to be trapped in any of the content, check that help information + is available explaining how to exit the content and can be accessed via the keyboard. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is false
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G210.html b/wcag21/techniques/general/G210.html new file mode 100644 index 0000000..a0fc9df --- /dev/null +++ b/wcag21/techniques/general/G210.html @@ -0,0 +1,140 @@ + + + + + G210: Ensuring that drag-and-drop actions can be cancelled + + + + + + + +

Ensuring that drag-and-drop actions can be cancelled

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

The Technique is applicable to any technology that supports pointer input (e.g. supporting + any or all of the following: mouse pointer, touch on touch screen or trackpad, stylus + input, or laser pointer input). +

+

This technique relates to Success Criterion 2.5.2: Pointer Cancellation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that users who use a path-based drag-and-drop + action to move an item from the initial location to a drop target can abort the action + after picking up the target. This can be done either by releasing the item outside + a drop area, or by moving the item back to its original position in a separate action + that undoes the first action. A third option is to have a step after the element is + dropped onto target, either with a dialog asking for confirmation of the action when + the item is dropped, or providing an undo command. +

+
+
Note
+

This technique addresses pointer actions where support has been implemented by authors, + not gestures provided by the user agent (such as horizontal swiping to move through + the browser history or vertical swiping to scroll through page content) or the operating + system (e.g., gestures to move between open apps, or call up contextual menus of assistive + technologies when these are enabled). +

+
+

On touch screen devices, author-supplied path-based and multipoint gestures usually + do not work when OS level assistive technologies (AT) like a built-in screenreader + is turned on. AT generally consumes path-based or multipoint gestures so they would + not reach the authored content. For example, a horizontal drag gesture may not move + a slider thumb as intended by the author, but move the screen reader focus to the + next or previous element. Some gestures may work if the user operates "pass through + gestures" which are often unreliable as they may depend on factors of hardware, operating + system, operating system "skin", operating system setting, or user agent. +

+
+
+

Examples

+
    + +
  • A site shows a file directory. Files can be picked up and moved over a trash can icon. + When the picked-up file is released outside this target, it reverts to the old position. +
    • + +
  • A site shows a file directory. Files can be picked up and moved over a trash can icon + to delete it. When the picked-up file is released over the trash can, a modal dialog + asks the user to confirm or cancel the delete action. +
    • + +
  • A kanban implementation of a project planning site shows different columns for phases + of an activity. Users can pick up and move icons representing planning items to another + column. When an item has been picked up and now follows the pointer, it can be moved + outside the drop targets (columns) and dropped there to cancel the action. The item + will then jump back to the old position. +
    • + +
  • A kanban implementation of an issue tracking system shows columns that indicate different + phases in handling issues (such as new / processed / done / closed). There is no screen + space outside the kanban columns. Users can pick up and move icons representing issues + between columns. When an item has been dropped in another column, the action can be + reversed by dragging the icon back to the original column where it will return to + its original position (defined by sorting preferences). +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

Video of canceled drag-and-drop interaction (item released outside drop target) (Youtube)
+
+

Tests

+
+

Procedure

+

For content that is draggable, check whether the drag-and-drop action can be reversed + by: +

+
    + +
  1. releasing the picked-up item outside a drop target
    2. + +
  2. dragging the picked-up item back to its old position
    3. + +
  3. a confirmation dialog or an undo control appears after the item has been dropped
    4. + +
+
+
+

Expected Results

+
    + +
  • At least one option of #1, #2, #3 is true
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G211.html b/wcag21/techniques/general/G211.html new file mode 100644 index 0000000..7a9c7af --- /dev/null +++ b/wcag21/techniques/general/G211.html @@ -0,0 +1,332 @@ + + + + + G211: Matching the accessible name to the visible label + + + + + + + +

Matching the accessible name to the visible label

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content implemented in any technology.

+

This technique relates to Success Criterion 2.5.3: Label in Name (Sufficient). +

+
+
+

Description

+

When speech input users interact with a web page, they usually speak a command followed + by the reference to some visible label (such as text beside an input field or inside + a button or link). For example, they may say "click search" to activate a button labelled + Search. When speech recognition software processes speech input and looks for matches, + it uses the accessible name of controls. Where there is a mismatch between the text in the label and the text + in the accessible name, it can cause issues for the user. The simplest way to enable + speech input users and meet 2.5.3 Label in Name is to ensure that the accessible name + matches the visible text label. +

+

Sometimes more than one text string will be positioned in the vicinity of a control + that could be considered a candidate for its label. For example, a set of inputs that + each have their own labels may also be preceded by a heading, an instruction or a + group label (such as an HTML legend/fieldset or an ARIA group or radiogroup). Note + that the term "group label" means something different than "label", both programmatically + and in regard to 2.5.3 Label in Name. +

+

The Understanding 2.5.3 Label in Name document recommends that only the text string adjacent to or in close proximity to an input + should be treated as the label when assessing a control's label for the purposes of + meeting 2.5.3 (see the section "Identifying label text for components"). There are + both practical and technical reasons for restricting the designation of an input's + label in this way. The technical reasons are discussed in the Understanding document's + section called Accessible Name and Description Computation specification. +

+
+
+

Examples

+

Mapping a visible label to the accessible name is achieved in many technologies by + meeting 1.3.1 Information and Relationships through the proper use of native semantics. Many controls derive accessible names + by correct nesting of elements, while other elements have specific attributes which + are a valid means of providing or referencing an accessible name. +

+

The accessible name should be assigned through native elements and semantics where + possible. That helps ensure an exact match between the visible label and name. +

+
+

Example 1: Anchor text provides both the link's label and its accessible name

+

Using conventional HTML, the text between the anchor element's tags provides both the link's visible text and the accessible name "Code + of conduct": +

<p>Go to our <a href="url-to-page-about-code.html">Code of conduct</a></p>
+ +

Non-working sample of anchor

+ +

Go to our Code of conduct

+ +
+
+
+

Example 2: Text in label element provides name for input via for attribute +

+

The text between the label tags also serves as the checkbox input's accessible name "Notify me of delays" by + using the for attribute which references the id of the input. +

+ <input type="checkbox" id="notification" name="notify" value="delays">
+ <label for="notification">Notify me of delays</label> +
+ +

Working sample of input

+ + + +
+
+
+

Example 3: The button text provides the accessible name

+

The text inside a button element becomes both its visible label and its accessible name: +

<button>Send</button>
+ +

Non-working sample of button

+ + +
+
+
+

Example 4: Simple Radio Button Group

+

Radio buttons typically appear in a group, where each button is labelled and the group + of buttons is preceded by information which explains or categorizes the group. +

+
+ Call me when balance exceeds $10,000, Yes No + +
Figure 1Figure 1 "Call me when balance exceeds $10,000 radio group, with Yes and No choices
+ +
+

The label for each component should be restricted to "Yes" and "No". To meet 1.3.1 Information and Relationships and 3.3.2 Labels or Instructions, the "Call me…" text can be coded to convey the relationship to ATs, in this example + by using a fieldset and legend. +

+

If the label is not restricted to the string adjacent to the radio button, multiple + interpretations of what constitutes the label can result in less uniform functionality. + If "Yes" alone is not the label for the first radio button, is it "Call me when balance + exceeds $10,000"? Or is it a combination of text strings, in which case is the order + "Call me when balance exceeds $10,000 Yes" or "Yes, Call me when balance exceeds $10,000"? + Decisions to combine text strings can have negative effects on screen reader users + since the order of concatenation can affect meaning. In this example, "No, call me + when balance exceeds $10,000" could be very confusing to a screen reader user. +

+ <fieldset>
+ <legend>Call me when balance exceeds $10,000?</legend><br />
+ <input type="radio" id="yes" name="callme" value="yes">
+ <label for="yes">Yes</label>
+ <input type="radio" id="no" name="callme" value="no">
+ <label for="no">No</label>
+ </fieldset>
+

Working example of Simple Radio Button Group

+
+
+

Example 5: Checkbox Groupings

+

For checkbox groupings, implementations that attempt to incorporate more than just + the immediate checkbox label into the accessible name can also be problematic if not + isolated to the adjacent text string. +

+
+ What do you value in our service? (Check all that apply) Courtesy, Promptness, Store Hours, Knowledge + +
Figure 2Figure 2 What do you value in our service? checkbox group, with 4 choices.
+ +
+

In Figure 2, there is a long text string that combines a group label and instruction, + "What do you value in our service (check all that apply)?" Each of the checkboxes + also has its own one- or two-word label. In regard to 2.5.3, the labels for the components + should be restricted to "Courtesy", "Promptness", "Store Hours" and "Knowledge". +

+

Attempting to include the preceding text as part of the accessible name can potentially + make it more difficult to isolate a control by spoken commands for speech-input users. + Such a construction will also negatively increase verbosity for screen reader users + (with the combined text strings read out for each of the inputs before the input's + state). The simplest solution is to restrict the accessible name to the text immediately + beside the checkboxes, using similar techniques to those for the standard radio button + group. +

+
+
+

Example 6: Stacked Labels

+

Although labels for comboboxes, dropdown lists, text inputs, and other widgets are + typically oriented immediately to the left of the component, there is an alternative + established convention where labels are stacked above the inputs, aligned with their + left edge. + +

+
+ two inputs labelled Email and Password + +
Figure 3Figure 3 Two inputs with the labels positioned above and to the left.
+ +
+

In Figure 3, the inputs are stacked and left-aligned, with the labels immediately + preceding each input, also left-aligned. There is additional white space between the + label and the preceding input so that the label is closest to its associated text + input. Stacked labels are relatively common in mobile designs, where horizontal space + is constrained. +

+

Figure 4 shows a variation on stacked labels, where hints and guidance are included + between the label and the input. This design does not provide an adjacent label. However, + the "New Password" label is still considered to be in close enough proximity, especially + given its size and boldness relative to the smaller and lower-contrast guidance text. + The associations are reinforced programmatically, where the hint text is given a role + of aria-describedby and the label is properly associated with the input. +

+
+ New Password. Passwords must be 10 or more characters, and contain at least one capital, numeric and non-alphanumeric.' + +
Figure 4Figure 4 New Password label positioned above input with a smaller-point text string + about the password requirements positioned between the large label and the input. +
+ +
+

The hint text in such implementations should be kept to a single line where possible, + since accessibility issues can arise where a more lengthy hint separates the label + from its input. Figure 4 illustrates that the concept of "adjacent text" is a guide + for label interpretation, but cannot always serve as a hard rule. +

+ <form>
+ <label class="label" for="example-2">
+ Password
+ </label>
+ <span id="example-2-hint" class="hint">
+ Passwords must be 10 or more characters, and contain at least one capital, numeric + and non-alphanumeric.
+ </span>
+ <input class="input" id="example-2" name="example-2" type="text" aria-describedby="example-2-hint">
+ </form>
+

Working example of stacked labels

+
+
+

Example 7: Range of inputs with few labels

+

A less common disparity between labels and inputs can occur when a group of radio + buttons is set up to elicit a choice across a range. The labels may only be located + at each end of the range or may be interspersed at various points in the range. +

+
+ Rate your response, Hated it, Loved it + +
Figure 5Figure 6 Line of 5 radio buttons with Hated it and Loved it labels at each end
+ +
+

The two labels, "Hated it" and "Loved it", are adjacent to the first and last radio + buttons, and should be their accessible names. Speech-input users can speak either + of these labels to select a radio button, and then use arrow navigation (e.g., "Press + right arrow") to modify the selection. "Rate your response" is the text describing + the whole widget and can be associated as the group label (here using legend). The three middle radio buttons do not have visible labels. In the code example + they are given title attributes of "Disliked", "So-so" and "Liked" in order to meet + 3.3.2 Labels or Instructions. +

+

+ + <fieldset>
<legend>Rate your response</legend>
+ <label for="hated">Hated it</label>
+ <input type="radio" name="meal" id="hated" value="hated">
+ <input type="radio" name="meal" id="poor" value="poor" title="Disliked">
+ <input type="radio" name="meal" id="neutral" value="neutral" title="So-so">
+ <input type="radio" name="meal" id="okay" value="okay" title="Liked">
+ <input type="radio" name="meal" id="loved" value="loved">
+ <label for="loved">Loved it</label>
+ </fieldset>
+ + +

+

Working example of range of inputs

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+
    + +
  1. For input controls, examine each input that has adjacent text which serves as its + label +
    2. + +
  2. For each input, check that the entire string of text (disregarding letter case and + punctuation) matches the accessible name for the input, according to the accessible + name computation +
    3. + +
  3. For buttons, links, menus and other non-input controls, examine each control that + contains text which serves as its label +
    4. + +
  4. For each non-input control, check that the entire string of text (disregarding letter + case and punctuation) matches the accessible name for the input +
    5. +
+
+
+

Expected Results

+
    + +
  • Checks #2 and #4 are true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G212.html b/wcag21/techniques/general/G212.html new file mode 100644 index 0000000..09957b2 --- /dev/null +++ b/wcag21/techniques/general/G212.html @@ -0,0 +1,137 @@ + + + + + G212: Using native controls to ensure functionality is triggered on the up-event. + + + + + + + +

Using native controls to ensure functionality is triggered on the up-event.

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique applies to nearly all technologies.

+

This technique relates to Success Criterion 2.5.2: Pointer Cancellation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that users who attempt to interact with + a control do not trigger the action of the event accidentally. This can be accomplished + most directly by relying on the pointer's up-event (for example, the onclick or mouseup + event). +

+

The easiest way to meet this success criteria is simply to use the default behavior + of controls and not override that behaviour with an explicit down-event trigger. The + up-event is the default behaviour for almost all controls and any programming or markup + language. +

+

In native languages where a control is fired on the down event it is usually for good + reason and is easily recoverable. For instance, an HTML input element could have the + cursor enter the editable area on the “pointer down” event, because the action is + trivially reversible, and as such meets the requirements of the Pointer Cancellation + SC. This is because if the user realizes they made a mistake after pressing down the + control, they can simply move their pointer away from the hit area while still holding + down the pointer, then release their pointer and the event is not triggered. +

+
+
+

Examples

+
+

Example 1: Using an native onclick event in JavaScript

+

In JavaScript native onclick events are triggered on the up-event by default.

+
+ +
+

Example 3: Using a native button in iOS or Android

+

In native buttons in iOS and Android onclick events are triggered on the up-event + by default. +

+
+
Note
+

The WCAG standard itself applies to web pages at a URL, and therefore this example is provided as helpful supplementary advice for those + looking to implement the WCAG2ICT for native applications. +

+
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+

For all clickable controls:

+
    + +
  1. Activate the down-event then move the pointer outside the target before triggering + the up-event, and then release the pointer to trigger the up-event. +
    2. + +
  2. Check that the action was not triggered when the pointer is released outside of the + hit area for the target. +
    3. + +
  3. If the action is triggered, check that the action is reversible.
    4. + +
+
+
+

Expected Results

+
    + +
  • Check #2 or #3 is true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G213.html b/wcag21/techniques/general/G213.html new file mode 100644 index 0000000..fbb0733 --- /dev/null +++ b/wcag21/techniques/general/G213.html @@ -0,0 +1,133 @@ + + + + + G213: Provide conventional controls and an application setting for motion activated input + + + + + + + +

Provide conventional controls and an application setting for motion activated input

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Use this technique on web pages that detect device or user motion such as shaking + or tilting and use this motion as a means of input. If the motion itself is essential + to the application's function, then this technique does not apply. +

+

This technique also does not relate to movement of users through space as registered + by geolocation sensors or beacons, or events observed by the device other than intentional + gesturing by the user. It also does not cover indirect motion associated with operating + a keyboard, pointer, or assistive technology. +

+

This technique relates to Success Criterion 2.5.4: Motion Actuation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that:

+
    + +
  1. People who use mounted devices or who cannot precisely manipulate a device are able + to provide inputs through more conventional user interface components, and +
    2. + +
  2. People who may accidentally activate sensors due to tremors or other motor impairments + have the ability to turn off motion actuation to prevent such accidental triggering + of functions. +
    3. + +
+

When a device sensor such as an accelerometer or gyroscope is used to gather input:

+
    + +
  1. A button, link, or other conventional control is provided that does not rely on sensor + input, and +
    2. + +
  2. A setting is provided to allow the user to turn off the sensor data.
    3. + +
+
+
+

Examples

+
+

Example 1: Shake to undo

+

After text is entered in a field, shaking a device shows a dialog offering users to + undo the entry. Supporting use of the backspace key and/or providing a clear button + next to the text field offers the same functionality. +

+

Shake to undo can be turned off in a settings page.

+
+
+

Example 2: Motion Activated Slider

+

A slider can be adjusted by tipping the device to the left and right. There are also + buttons to achieve the same functionality, and a tick-box that prevents the motion + from having an effect. +

+

Working example of a slider with motion actuation. +

+
+
+
+

Tests

+
+ +

Procedure

+ +

For each input that performs a function in response to a motion sensor:

+ +
    + +
  1. Check that there is a mechanism to perform the same function that does not rely on + a sensor. +
    2. + +
  2. Check that there is a user setting which disables the motion detection.
    3. + +
+ +
+
+ +

Expected Results

+ +
    + +
  • Check #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G214.html b/wcag21/techniques/general/G214.html new file mode 100644 index 0000000..207a6f2 --- /dev/null +++ b/wcag21/techniques/general/G214.html @@ -0,0 +1,118 @@ + + + + + G214: Using a control to allow access to content in different orientations which is otherwise + restricted + + + + + + + + +

Using a control to allow access to content in different orientations which is otherwise + restricted +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

When the orientation of the page is locked, provide a button to allow a user to change + the orientation. +

+

This technique relates to Success Criterion 1.3.4: Orientation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow users to access content in the way the + user prefers. A content provider may expect that most users will view content using + a specific device orientation or may expect that a user will want to maintain the + original view within the device. As a result the provider then prevents the content + from rotating. By providing a control to allow the user to rotate the content, someone + who needs to use a particular orientation will be able to view the content in a comfortable + manner. For example, a person who cannot hold the device and has it mounted attached + to a wheelchair or bed. +

+
+
Note
+

Many users will expect to use OS-level settings to prevent the orientation from changing. + As a result, it is usually preferable to satisfy this Success Criterion by not restricting + the content's ability to adapt to changes in orientation and allowing users to use + the OS orientation lock when desired. +

+
+
+
+

Examples

+
+

Example 1: An e-Reader application

+

Users of an e-Reader web application sometimes read when laying down on their side. + In this situation, the device is viewed by the user in portrait mode even though the + device is in the landscape orientation with regard to gravity. The developer locks + the content into the portrait orientation to allow for this reading behavior, but + also provides a control to allow users who have devices mounted in a specific orientation + to achieve the desired viewing orientation. +

+
+
+ +
+

Tests

+
+

Procedure

+

For content that does not change orientation when the device is rotated:

+
    + +
  1. Check for a control within the user interface to change the orientation of the content.
    2. + +
  2. Check that when the control is operated that the content changes orientation.
    3. + +
+
+
+

Expected Results

+
    + +
  • Checks #1 and #2 are true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G215.html b/wcag21/techniques/general/G215.html new file mode 100644 index 0000000..ccf7226 --- /dev/null +++ b/wcag21/techniques/general/G215.html @@ -0,0 +1,116 @@ + + + + + G215: Providing controls to achieve the same result as path based or multipoint gestures + + + + + + + +

Providing controls to achieve the same result as path based or multipoint gestures

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that supports pointer input (e.g., supporting any or all of the following: + mouse pointer, touch on touch screen or trackpad, stylus input, or laser pointer input). +

+

This technique relates to Success Criterion 2.5.1: Pointer Gestures (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that users who have difficulties performing + path-based gestures can operate a content slider with a single pointer (e.g., a single + tap on a touch screen or a single mouse click). A content slider contains chunks of + content in a row. Usually several chunks of content are hidden, and only one chunk + is visible at any time. Left and right horizontal swiping over the visible part of + the slider brings adjacent hidden chunks of content into view. Providing controls + (for example, arrow buttons) as alternative means of input allows advancing the slider + with single pointer input. +

+
+
Note
+

On touch screen devices, author-supplied path-based gestures usually do not work when + OS level assistive technologies (AT) like a built-in screenreader are turned on. This + is because AT generally consumes a path-based gestures so they would not reach the + authored content. For example, a horizontal swipe gesture over the content slider + will not work as intended by the author, but move the screen reader focus to the next + or previous element. Some gestures may work if the user operates "pass-through gestures" + which are often unreliable as they may depend on factors of hardware, operating system, + operating system "skin", operating system setting, or user agent. +

+
+
+
Note
+

This technique addresses gestures where support has been implemented by authors, not + gestures provided by the user agent (such as horizontal swiping to move through the + browser history or vertical swiping to scroll through page content) or the operating + system (e.g., gestures to move between open apps, or call up contextual menus of assistive + technologies when these are enabled). +

+
+
+
+

Examples

+
    + +
  • A content slider allows users to swipe left and right to reveal adjacent chunks of + content. There are also next and previous buttons that enable users to advance to + the next or previous chunks of content. +
    • + +
+
+
+

Tests

+
+

Procedure

+

For content sliders that respond to path-based gestures:

+
    + +
  1. Check that single pointer operable controls exist over or adjacent to the content + slider that advance to adjacent chunks of content. +
    2. + +
+
+
+

Expected Results

+
    + +
  • #1 is true
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G216.html b/wcag21/techniques/general/G216.html new file mode 100644 index 0000000..6e573d7 --- /dev/null +++ b/wcag21/techniques/general/G216.html @@ -0,0 +1,118 @@ + + + + + G216: Providing single point activation for a control slider + + + + + + + +

Providing single point activation for a control slider

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that supports pointer input (e.g. supporting any or all of the following: + mouse pointer, touch on touch screen or trackpad, stylus input, or laser pointer input). +

+

This technique relates to Success Criterion 2.5.1: Pointer Gestures (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that users who have difficulties performing + path-based gestures can operate a control slider. A control slider is a track with + a "thumb" that you move along the track to set a value. +

+
+ A horizontal line with a round button halfway along the line, labelled volume. + +
Figure 1Screenshot of an example control slider showing the thumb in the middle of the track.
+ +
+

It allows a user to set a value in a certain range, e.g. setting the volume, changing + the hue value of a color, putting in the amount of money needed in a loan calculator, + or picking a sum to be donated to a charity. A slider that requires path-based gestures + would use swiping left or right to change the value, or dragging the thumb of the + slider in a specific direction to change the value. +

+

A simple fallback for activation without a path-based gesture is to make the control + slider track clickable. This way, a value can be specified using a single tap or click + on the track. +

+

Providing controls (e.g., arrow buttons) as alternative also allows incrementing or + decrementing the value with taps or clicks. This can allow for a more fine-grained + setting of the value. +

+
+
Note
+

On touch screen devices, author-supplied path-based gestures usually do not work when + an OS level Assistive Technology (AT) like a built-in screenreader are turned on. + This is because AT generally consumes path-based gestures so they would not reach + the authored content. When custom controls are built on top of native controls, however, + these may also be operable with AT gestures such as vertical swiping to change the + value (see example 1). +

+
+
+
+

Examples

+

A custom control slider built on top of a native slider (input type range) allows users to swipe left and right or drag the slider thumb to change the value + of the slider. The slider track allows tapping or clicking to set the slider thumb + to the activated position. Standard buttons on either side allow for incrementing + and decrementing the slider value by tap, click or keyboard activation. +

+

Working example of custom control slider

+
+
+

Tests

+
+

Procedure

+

For each control slider that responds to path-based gestures:

+
    + +
  1. Check that the value of the control slider (range) can be set with a tap or click + using a pointer. +
    2. + +
+
+
+

Expected Results

+
    + +
  • Check #1 is true
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G217.html b/wcag21/techniques/general/G217.html new file mode 100644 index 0000000..a3fc387 --- /dev/null +++ b/wcag21/techniques/general/G217.html @@ -0,0 +1,142 @@ + + + + + G217: Providing a mechanism to allow users to remap or turn off character key shortcuts + + + + + + + +

Providing a mechanism to allow users to remap or turn off character key shortcuts

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content implemented in any technology.

+

This technique relates to Success Criterion 2.1.4: Character Key Shortcuts (Sufficient). +

+
+
+

Description

+

Some authors provide shortcuts in their applications to allow for faster user interaction. + However, where such shortcuts involve only character keys (letters, numbers, punctuation + or symbol characters) without modifiers, they create challenges for speech input users + as well as some keyboard users who lack the ability to type accurately. +

+

To prevent accidental activation, authors must allow users to turn off or reconfigure + shortcuts that are made up of only character keys. Reconfiguring the shortcut may + involve the ability to add a modifier key such as Ctrl, or authors may elect to allow + users to alter the character keys assigned in addition to adding a modifer. Providing + a mechanism to turn off or reassign the shortcut ensures more users can successfully + interact with the application. +

+
+
Note
+

If the keyboard shortcut is only active when a particular user interface component + has focus, then the author does not need to provide an override mechanism. For example, + in a select element, it is expected behaviour that pressing a letter key will reposition to the + next item within the select element that begins with that character. This shortcut + is only triggered when the select element has focus, and so it does not interfere + with a user's ability to interact with the rest of the page. +

+
+

An initial challenge for testers is identifying if author-created shortcuts exist, + and then determining if existing shortcuts are triggered by character keys without + modifiers. Where testers have access to the develop team, the existence and nature + of shortcut keys can often be determined simply by asking involved designers and developers. + Where reliable information from the authors is not available, the presence of shortcuts + can possibly be identified by checking code (for example, in javascript, the presence + of keydown, keyup and keypress listeners). Another means of identifying shortcuts is to review documentation. Where + none of these strategies provide information on the presence of keyboard shortcuts, + manual tests will need to be completed to search for the existence of character key + shortcuts. Review the test procedure in F99: Failure of Success Criterion 2.1.4 due to implementing character key shortcuts that + cannot be turned off or remapped for guidance. +

+
+
+

Examples

+
+

Example 1: Author provides a simple mechanism to disable shortcuts in a web-based + email client +

+

An email client contains single-character shortcuts so that keyboard users can more + rapidly interact with the application (e.g., the R key replies to the current item + in the inbox, the D key deletes it, the S key stars it). These keys do not apply while + users are composing emails; however, users may become confused about whether the keyboard + focus is in a compose pane or the inbox and, while in the inbox, inadvertently delete + a message by trying to compose a word containing the letter D. To overcome this problem, + the author provides a toggle button for the shortcuts, allowing users to easily turn + them off or on. +

+
+
+

Example 2: Author provides a menu option where users can remap shortcuts

+

A web-based application has single-character shortcuts for functions which are different + than those a user regularly uses with a software application installed locally. Since + the author has provided a menu where the user can reassign both the shortcut keys + and the modifiers, the user is able to reassign the shortcut to a familiar combination. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+
    + +
  • Link
    • + +
+
+
+

Tests

+
+

Procedure

+

For each character key shortcut:

+
    + +
  1. Determine if the user has the ability either to turn off the shortcut or to remap + it to a combination that includes one or more modifier keys. +
    2. + +
+
+
+

Expected Results

+
    + +
  • #1 is true.
    • + +
+
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G4.html b/wcag21/techniques/general/G4.html new file mode 100644 index 0000000..8de9c58 --- /dev/null +++ b/wcag21/techniques/general/G4.html @@ -0,0 +1,126 @@ + + + + + G4: Allowing the content to be paused and restarted from where it was paused + + + + + + + +

Allowing the content to be paused and restarted from where it was paused

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that includes moving or scrolling content.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide a way to pause movement or scrolling + of content. If the user needs to pause the movement, to reduce distraction or to have + time to read it, they can do so, and then restart it as needed. This mechanism can + be provided either through interactive controls that conform to WCAG or through keyboard + shortcuts. If keyboard shortcuts are used, they are documented. +

+
+
+

Examples

+
    + +
  • A site contains a scrolling news banner at the top of the page. Users who need more + time to read it can press the Escape key to pause the scrolling. Pressing Escape again + restarts it. +
    • + +
  • A Web page contains a link labeled "How to tie a shoe" which links to a Flash animation. + Text immediately preceding the link informs the user that pressing the spacebar will + pause the animation and restart it again. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

On a page with moving or scrolling content,

+ +
    + +
  1. Use the mechanism provided in the Web page or by the user agent to pause the moving + or scrolling content. +
    2. + +
  2. Check that the moving or scrolling has stopped and does not restart by itself.
    3. + +
  3. Use the mechanism provided to restart the moving content.
    4. + +
  4. Check that the movement or scrolling has resumed from the point where it was stopped.
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G5.html b/wcag21/techniques/general/G5.html new file mode 100644 index 0000000..d53231c --- /dev/null +++ b/wcag21/techniques/general/G5.html @@ -0,0 +1,129 @@ + + + + + G5: Allowing users to complete an activity without any time limit + + + + + + + +

Allowing users to complete an activity without any time limit

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique applies to any technologies or methods supporting the implementation + of an activity which does not require timed interaction for its functionality. +

+

This technique relates to Success Criterion 2.2.3: No Timing (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide users with all the time they need to + complete an activity. This technique involves providing a specified activity which + does not require timed interaction. Users are allowed as much time as they need to + interact with the activity. +

+
+
+

Examples

+
    + +
  • An interactive exam for a course provides all questions on one Web page. Users can + take as much time as they need to complete it. +
    • + +
  • In an interactive game, users can take as much time as they like on their turn instead + of having to complete their move within a limited amount of time. +
    • + +
  • In an online auction, each bidder can submit only one bid rather than submitting multiple + competitive bids based on timing. The bidding is open for a full day, providing enough + time for anyone to complete the simple bid form. Once bidding is closed, the best + bid wins. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Determine if any timed interactions are present (client and/or server side).
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 is false.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G53.html b/wcag21/techniques/general/G53.html new file mode 100644 index 0000000..0a8c032 --- /dev/null +++ b/wcag21/techniques/general/G53.html @@ -0,0 +1,169 @@ + + + + + G53: Identifying the purpose of a link using link text combined with the text of the enclosing + sentence + + + + + + + + +

Identifying the purpose of a link using link text combined with the text of the enclosing + sentence +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain links.

+

This technique relates to Success Criterion 2.4.4: Link Purpose (In Context) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to identify the purpose of a link from the link + and its sentence context. The sentence enclosing the link provides context for an + otherwise unclear link. The description lets a user distinguish this link from links + in the Web page that lead to other destinations and helps the user determine whether + to follow the link. Note that simply providing the URI of the destination is generally + not sufficiently descriptive. +

+
+
Note
+
+ +

These descriptions will be most useful to the user if the additional information needed + to understand the link precedes the link. If the additional information follows the + link, there can be confusion and difficulty for screen reader users who are reading + through the page in order (top to bottom). +

+ +
+
+
+
+

Examples

+
+

Example 1

+

A Web page contains the sentence "To advertise on this page, + click here." +

+

Although the link phrase 'click here' is not sufficient to understand the link, the + information needed precedes the link in the same sentence. +

+
+
+

Example 2

+

In the news summary containing the sentence "The Smallville Times + reports that + the School Board chose a 2007 school calendar that starts on August 27.", the words + "reports that" are a link to an article in the Smallville Times about the School Board + meeting. +

+
+
Note
+
+ +

Although this example satisfies the Success Criterion, putting information needed + to understand the link after the link in this way is awkward for those who are reading + through the document with a screen reader. +

+ +
+
+
+
+ +
+

Tests

+
+

Procedure

+ +

For each link in the content that uses this technique:

+ +
    + +
  1. Check that the link is part of a sentence
    2. + +
  2. Check that text of the link combined with the text of its enclosing sentence describes + the purpose of the link +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • The above checks are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G54.html b/wcag21/techniques/general/G54.html new file mode 100644 index 0000000..931dcd7 --- /dev/null +++ b/wcag21/techniques/general/G54.html @@ -0,0 +1,187 @@ + + + + + G54: Including a sign language interpreter in the video stream + + + + + + + +

Including a sign language interpreter in the video stream

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies that present synchronized media information

+

This technique relates to Success Criterion 1.2.6: Sign Language (Prerecorded) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow users who cannot hear or read text rapidly + to be able to access synchronized media material. +

+

For those who communicate primarily in sign language it is sometimes less preferable + and sometimes not possible for them to read and understand text at the rate it is + presented in captions. For these latter individuals it is important to provide sign + language presentation of the audio information. +

+

One universally compatible way of doing this is to simply embed a video of the sign + language interpreter in the video stream. This has the disadvantage of providing + a lower resolution image that cannot be easily enlarged without enlarging the entire + image. +

+
+
Note
+
+ +

If the video stream is too small, the sign language interpreter will be indiscernible. + When creating a video steam that includes a video of a sign language interpreter, + make sure there is a mechanism to play the video stream full screen in the accessibility-supported + content technology. Otherwise, be sure the interpreter portion of the video is adjustable + to the size it would be had the entire video stream been full screen. +

+ +

Since sign language is not usually a signed version of the printed language, the author + has to decide which sign language to include. Usually the sign language of the primary + audience would be used. If intended for multiple audiences, multiple sign languages + may be used. Refer to advisory techniques for multiple sign languages. +

+ +
+
+
+
+

Examples

+
    + +
  • Example 1: A television station provides a sign language interpreter in the corner + of or beside its on-line news video. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+
    + +
  • + +

    Guidelines for the Production of Signing Books

    + +
      + +
    • + "Sign Language presentation" + gives a broad overview of issues to consider when filming sign language interpreters. + Includes discussion of signing both written and spoken originals. +
      • + +
    • Techniques for filming are discussed in + chapter 12, “Filming the Signer(s)". +
      • + +
    • + +

      Useful information about how to display the sign language interpreter in relation + to the original synchronized media content is provided in + Chapter 13, "Editing" + +

      + +
      +
      Note
      +
      + +

      These techniques may need to be adapted for Web-based presentation.

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

Tests

+
+

Procedure

+ +
    + +
  1. Have someone watch the program who can hear and is familiar with the sign language + being used. +
    2. + +
  2. Check to see if there is a sign language interpreter on screen.
    3. + +
  3. Check to see that dialogue and important sounds are being conveyed by the interpreter + visible on screen. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 and #3 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G55.html b/wcag21/techniques/general/G55.html new file mode 100644 index 0000000..18e9643 --- /dev/null +++ b/wcag21/techniques/general/G55.html @@ -0,0 +1,164 @@ + + + + + G55: Linking to definitions + + + + + + + +

Linking to definitions

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that include links.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to make the definition of a word, phrase, or abbreviation + available by providing the definition, either within the same Web page or in a different + Web page, and establishing a link between the item and its definition. +

+

Links are a powerful option for providing access to the definition of a word, phrase, + or abbreviation. A user can use the link to find the definition quickly and easily, + and then return to his place in the content via the user agent's Back button. +

+
+
+

Examples

+
+

Example 1

+

Technical terms and abbreviations in an article about sports injuries are linked to + definitions in a medical dictionary. +

+
+
+

Example 2

+

A textbook contains a glossary of new vocabulary words introduced in each chapter. + The first occurrence of each of these words is linked to its definition in the glossary. +

+
+
+

Example 3

+

A general glossary of abbreviations is provided. All occurrences of abbreviations + are linked directly to the appropriate definition within that glossary. +

+
+
+

Example 4

+

The word + + jargon + + is linked to its definition in the WCAG2 Glossary. +

+
+
+

Example 5

+

The word "modulo" is jargon used in Web content about mathematics. A definition for + modulo is included within the Web page. Each occurrence of the word modulo is linked + to its definition. +

+
+
+

Example 6

+

A Japanese idiom is linked to its definition. This example uses a link within the + page to navigate to the definition of an idiomatic expression. + 

+              <p>...<a href="#definition">さじを投げる</a>...</p>
+                <h3>脚注：</h3>
+                <dl>
+                <dt id="definition" name="definition">さじを投げる</dt>
+                <dd>どうすることもできなくなり、あきらめること。</dd>
+                </dl>
+
+
+ +
+

Tests

+
+

Procedure

+ +

For each word, phrase, or abbreviation to be defined:

+ +
    + +
  1. Check that at least the first instance of the item is a link.
    2. + +
  2. Check that each link navigates to the definition of the item.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G56.html b/wcag21/techniques/general/G56.html new file mode 100644 index 0000000..6aa8bc4 --- /dev/null +++ b/wcag21/techniques/general/G56.html @@ -0,0 +1,188 @@ + + + + + G56: Mixing audio files so that non-speech sounds are at least 20 decibels + lower than the speech audio content + + + + + + + + +

Mixing audio files so that non-speech sounds are at least 20 decibels + lower than the speech audio content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology

+

This technique relates to Success Criterion 1.4.7: Low or No Background Audio (Sufficient). +

+
+
+

Description

+

The objective of this technique is to allow authors to include sound behind + speech without making it too hard for people with hearing problems to + understand the speech. Making sure that the foreground speech is 20 db louder than + the + backgound sound makes the speech 4 times louder than the background audio. + For information on Decibels (dB), refer to + About Decibels. +

+
+
+

Examples

+
+

Example 1: An announcer speaking over a riot scene

+
    + +
  • A narrator is describing a riot scene. The volume of the riot scene is adjusted so + that it is 20 db lower than the announcer's volume before the scene is mixed with + the narrator. +
    • + +
+
+
+

Example 2: Sufficient audio contrast between a narrator and background music

+

This example demonstrates a voice with music in the background in which the voice + is the appropriate 20 DB above the background. The voice (foreground) is recorded + at -17.52 decibels (average RMS) and the music (background) is at -37.52 decibels, + which makes the foreground 20 decibels louder than the background. +

+

Audio example

+

+ Audio Example: Foreground is 20 decibels above the background (mp3) + +

+

Transcript of audio example (good contrast):

+

"Usually the foreground refers to a voice that is speaking and should be understood. + My speaking voice right now is 20 decibels above the background which is the music. + This is an example of how it should be done.." +

+

Visual example of the recording above

+

The audio example above is visually represented below in a snapshot of the file in + an audio editor. A section is highlighted that contains foreground and background. + It is a much larger wave than the section that contains only background. +

+
+ + +
Figure 1Visual representation of sufficient contrast.
+ +
+
+
+

Example 3: Insufficient Audio Contrast between a narrator and background music

+

Audio example of the failure

+

This example demonstrates a voice with music in the background in which the voice + is not 20 DB above the background. The voice (foreground) is at -18 decibels and the + music (background) is at about -16 decibels making the foreground only 2 decibels + louder than the background. +

+

+ Audio Example: Foreground is less than 20 decibels above the background (mp3) + +

+

Transcript of audio example (bad contrast):

+

"This is an example of a voice that is not loud enough against the background. The + voice which is the foreground is only about 2 decibels above the background. Therefore + is difficult to understand for a person who is hard of hearing. It is hard to discern + one word from the next. This is an example of what not to do." +

+

Visual example of the failure

+

The highlighted section contains foreground and background. The wave is almost the + same size the section that contains only background, which means the background is + too loud in comparison to the foreground voice. +

+
+ + +
Figure 2Visual representation of bad contrast.
+ +
+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Locate loud values of background content between foreground + speech +
    2. + +
  2. Measure the volume in dB(A) SPL
    3. + +
  3. Measure the volume of the foreground speech in dB(A) SPL
    4. + +
  4. Subtract the values
    5. + +
  5. Check that the result is 20 or greater.
    6. + +
+ +
+
+

Expected Results

+ +
    + +
  • #5 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G57.html b/wcag21/techniques/general/G57.html new file mode 100644 index 0000000..4d1206e --- /dev/null +++ b/wcag21/techniques/general/G57.html @@ -0,0 +1,175 @@ + + + + + G57: Ordering the content in a meaningful sequence + + + + + + + +

Ordering the content in a meaningful sequence

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to ensure that the order of content presented to + assistive technologies allows the user to make sense of the content. Some techniques + permit the content to be rendered visually in a meaningful sequence even if this is + different from the order in which the content is encoded in the underlying source + file. +

+

For example, when mixing languages with different directionality in HTML, the bidirectional + algorithm may position punctuation in the wrong location in the visual rendering. + The visual rendering problem could be corrected by moving the punctuation in the content + stream so that the bidirectional algorithm positions it as desired, but this would + expose the incorrect content order to assistive technology. The content is both rendered + in the correct order visually and exposed to assistive technology in the correct order + by using markup to override the bidirectional algorithm. +

+

When rendered visually, white space characters such as space or tab may not appear + to be part of the content. However, when inserted into the content to control visual + formatting, they may interfere with the meaning of the content. +

+

At a larger granularity, controlling the placement of blocks of content in an HTML + document using layout tables may produce a rendering in which related information + is positioned together visually, but separated in the content stream. Since layout + tables are read row by row, if the caption of an illustration is placed in the row + following the illustration, it may be impossible to associate the caption with the + image. +

+
+
+

Examples

+
+

Example 1

+

A Web page from a museum exhibition contains a navigation bar containing a long list + of links. The page also contains an image of one of the pictures from the exhibition, + a heading for the picture, and a detailed description of the picture. The links in + the navigation bar form a meaningful sequence. The heading, image, and text of the + description also form a meaningful sequence. CSS is used to position the elements + on the page. +

+

Markup:

+  <h1>My Museum Page</h1>
+  <ul id="nav">
+    <li><a href="#">Link 1</a></li>
+    ...
+    <li><a href="#">Link 10</a></li>
+  </ul>
+  <div id="description">
+    <h2>Mona Lisa</h2>
+    <p>
+    <img src="img.png" alt="Mona Lisa">
+    </p>
+    <p>...detailed description of the picture...</p>
+  </div>
+

CSS:

+  ul#nav {
+    float: left;
+    width: 9em;
+    list-style-type: none;
+    margin: 0;
+    padding: 0.5em;
+    color: #fff;
+    background-color: #063;
+  }
+  ul#nav a {
+   display: block;
+    width: 100%;
+    text-decoration: none;
+    color: #fff;
+    background-color: #063;
+  }
+  div#description {
+    margin-left: 11em;
+  }
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Linearize content using a standard approach for the technology (e.g., removing layout + styles or running a linearization tool) +
    2. + +
  2. Check to see if the order of content yields the same meaning as the original
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G58.html b/wcag21/techniques/general/G58.html new file mode 100644 index 0000000..0b40651 --- /dev/null +++ b/wcag21/techniques/general/G58.html @@ -0,0 +1,142 @@ + + + + + G58: Placing a link to the alternative for time-based media immediately next to the non-text + content + + + + + + + + +

Placing a link to the alternative for time-based media immediately next to the non-text + content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

This technique is not technology specific and can be used in any technology that supports + links. +

+

This technique relates to:

+ +
+
+

Description

+

With this technique, a link to the collated document of captions and audio description + is provided. The collated document could be at another location on the same Web page + or at another URI. A link to the collated document is immediately adjacent to the + non-text content. The link can be immediately before or after the synchronized media + content. If the collated document is on the same Web page as other content then put + "End of document" at the end so that they know when to stop reading and return to + their previous place. If a Back button will not take the person back to the point + from which they jumped, then a link back to the non-text content location is provided. +

+
+
+

Examples

+
+

Example 1: An .MOV Document in an HTML Document

+

Code on a page called "Olympic_Sports.htm"

+  <a name="Olympic_Wrestling"></a>
+  <p><a href="http://www.example.com/movies/olympic_wrestling.mov">Olympic Wrestling movie</a>, 
+  <a href="http://www.example.com/transcripts/olympic_wrestling_transcript.htm">Olympic 
+  Wrestling collated Transcript</a></p>
+
+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check for the presence of a link immediately before or after the non-text content.
    2. + +
  2. Check that it is a valid link that points directly to the collated document of this + particular synchronized media. +
    3. + +
  3. Check for the availability of a link or back function to get the user back to the + original location of the synchronized media content. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Items #1 through 3 are all true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G59.html b/wcag21/techniques/general/G59.html new file mode 100644 index 0000000..b9e7256 --- /dev/null +++ b/wcag21/techniques/general/G59.html @@ -0,0 +1,138 @@ + + + + + G59: Placing the interactive elements in an order that follows sequences and relationships + within the content + + + + + + + + +

Placing the interactive elements in an order that follows sequences and relationships + within the content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain interactive elements and define a default tab order + for interactive elements. +

+

This technique relates to Success Criterion 2.4.3: Focus Order (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that interactive elements receive focus + in an order that follows sequences and relationships in the content. When designing + the content, the interactive elements such as links and form controls are placed in + the content so that the default tab order follows the sequences and relationships + in the content. Each technology defines its default tab order, so the mechanism for + placing the controls in the content will depend on the technology used. +

+

As an example, in HTML, the default focus order follows the order in which elements + appear in the content source. When the order of the HTML source matches the visual + order of the Web page, tabbing through the content follows the visual layout of the + content. When the source order does not match the visual order, the tab order through + the content must reflect the logical relationships in the content that are displayed + visually. +

+
+
+

Examples

+
    + +
  • A form contains two text input fields that are to be filled in sequentially. The first + text input field is placed first in the content, the second input field is placed + second. +
    • + +
  • A form contains two, side-by-side sections of information. One section contains information + about an applicant; the other section contains information about the applicant's spouse. + All the interactive elements in the applicant section receive focus before any of + the elements in the spouse section. The elements in each section receive focus in + the reading order of that section. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Determine the order of interactive elements in the content.
    2. + +
  2. Determine the logical order of interactive elements.
    3. + +
  3. Check that the order of the interactive elements in the content is the same as the + logical order. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G60.html b/wcag21/techniques/general/G60.html new file mode 100644 index 0000000..8959f41 --- /dev/null +++ b/wcag21/techniques/general/G60.html @@ -0,0 +1,118 @@ + + + + + G60: Playing a sound that turns off automatically within three seconds + + + + + + + +

Playing a sound that turns off automatically within three seconds

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies except those for voice interaction.

+

This technique relates to Success Criterion 1.4.2: Audio Control (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to allow authors to play a sound on their + Web page but avoid the problem of users not being able to use their screen + readers due to interference by the content sound. It also allows the author + to avoid putting controls on the Web page to control the sound - and the problem + faced by users with screen readers in finding the control (when unable + to hear their screen reader). +

+

The technique is simple. The sound plays for 3 or less seconds and stops + automatically. +

+
+
+

Examples

+
    + +
  • Example 1: A Web page opens with a trumpet fanfare and then goes silent
    • + +
  • Example 2: A homepage opens with the chairman saying "Binfor, where quality is our + business." then going silent. +
    • + +
  • Example 3: A Web page opens with instructions on how to get started: "To begin, press + the enter key." +
    • + +
  • Example 4: A Web page opens with a warning and then goes silent.
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Load the Web page
    2. + +
  2. Check that all sound that plays automatically stops in 3 seconds + or less +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G61.html b/wcag21/techniques/general/G61.html new file mode 100644 index 0000000..c2e234d --- /dev/null +++ b/wcag21/techniques/general/G61.html @@ -0,0 +1,133 @@ + + + + + G61: Presenting repeated components in the same relative order each time they + appear + + + + + + + + +

Presenting repeated components in the same relative order each time they + appear +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technologies.

+

This technique relates to Success Criterion 3.2.3: Consistent Navigation (Sufficient). +

+
+
+

Description

+

The objective of this technique is to make content easier to use by making + the placement of repeated components more predictable. This technique helps + maintain consistent layout or presentation between Web pages by presenting components + that are repeated in these Web units in the same relative order each time they appear. + Other + components can be inserted between them, but their relative order is not + changed. +

+

This technique also applies to navigational components that are repeated. + Web pages often contain a navigation menu or other + navigational component that allows the user to jump to other Web pages. This technique + makes the placement of navigational + components more predictable by presenting the links or programmatic + references inside a navigational component in the same relative order each + time the navigational component is repeated. Other links can be removed or + inserted between the existing ones, for example to allow navigation inside a + subsection of a set of Web pages, but the relative order is not + changed. +

+
+
+

Examples

+
    + +
  • A Web site has a logo, a title, a search form and a navigation bar + at the top of each page; these appear in the same relative order on + each page where they are repeated. On one page the search form is + missing but the other items are still in the same order. +
    • + +
  • A Web site has a left-hand navigation menu with links to the major + sections of the site. When the user follows a link to another + section of the site, the links to the major sections appear in the + same relative order in the next page. Sometime links are dropped and + other links are added, but the other links always stay in the same + relative order. For example, on a Web site of a company that sells + products and offers training, when a user moves from the section on + products to the section on training, the links to individual + products are removed from the navigation list, while links to + training offerings are added. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. List components that are repeated on each Web page in a set + of Web pages (for example, on each page in a Web site). +
    2. + +
  2. For each component, check that it appears in the same relative + order with regard to other repeated components on each Web page where it appears. +
    3. + +
  3. For each navigational component, check that the links or + programmatic references are always in the same relative order. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true.
    • + +
  • #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G62.html b/wcag21/techniques/general/G62.html new file mode 100644 index 0000000..42adb17 --- /dev/null +++ b/wcag21/techniques/general/G62.html @@ -0,0 +1,173 @@ + + + + + G62: Providing a glossary + + + + + + + +

Providing a glossary

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology containing text.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to make the definition of a word, phrase, or abbreviation + available by providing the definition in a glossary. A glossary is an alphabetical + list of words, phrases, and abbreviations with their definitions. Glossaries are most + appropriate when the words, phrases, and abbreviations used within the content relate + to a specific discipline or technology area. A glossary can also provide the pronunciation + of a word or phrase. +

+

The glossary is included at the end of the Web page or the glossary is located via + one of the mechanisms for locating content within a set of Web pages. (See + Understanding Success Criterion 2.4.5.) +

+

If the glossary contains several definitions for the same word, phrase, or abbreviation, + simply providing the glossary is not sufficient to satisfy this Success Criterion. + A different technique should be used to find the correct definition. This is especially + important if the uses of the word, phrase, or abbreviation are not unique within the + Web page, that is, if different occurrences of the item have different definitions. +

+
+
+

Examples

+
+

Example 1

+

Users of on line chat forums have created several acronyms and abbreviations to speed + up typing conversations on the computer. For example, LOL refers to "laughing out + loud" and FWIW abbreviates "for what it's worth". The site provides a glossary page + that lists the expansions for the commonly used acronyms and abbreviations. +

+
+
+

Example 2

+

A Web page discussing mathematical theory includes a glossary of commonly used mathematical + terms, abbreviations and acronyms. +

+
+
+

Example 3

+

A textbook contains a glossary of new vocabulary words introduced in each chapter.

+
+
+

Example 4

+

Dutch text uses the phrase ' + Hij ging met de kippen op stok + ' (He went to roost with the chickens). The glossary explains that this phrase means + ' + Hij ging vroeg naar bed + ' (He went to bed early). +

+
+
+

Example 5: A glossary of idiomatic expressions

+

The American novel "The Adventures of Huckleberry Finn" includes many idiomatic expressions + that were used in the southwestern United States in the 1840s. In an online edition + designed for students, each idiomatic expression is linked to an item in the glossary. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. + +

    Check that either

    + +
      + +
    • The glossary is included in the Web page, or
      • + +
    • A mechanism is available to locate the glossary.
      • + +
    + +
    2. + +
  2. Check that each word, phrase, or abbreviation to be defined is defined in the glossary
    3. + +
  3. Check that the glossary contains only one definition for each item.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All three checks above are true.
    • + +
+ +

Note: The definition of abbreviation used in WCAG is: "shortened form of a word, phrase, + or name where the original expansion has not been rejected by the organization that + it refers to and where the abbreviation has not become part of the language." +

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G63.html b/wcag21/techniques/general/G63.html new file mode 100644 index 0000000..b23bdec --- /dev/null +++ b/wcag21/techniques/general/G63.html @@ -0,0 +1,172 @@ + + + + + G63: Providing a site map + + + + + + + +

Providing a site map

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to:

+ +
+
+

Description

+

This is one of a series of techniques for locating content that are sufficient for + addressing Success Criterion 2.4.5. + A site map is a Web page that provides links to different sections of the site. To + make the site map available within the site, at a minimum every page that is listed + in the site map contains a link to the site map. +

+

The site map serves several purposes.

+
    + +
  • It provides an overview of the entire site.
    • + +
  • It helps users understand what the site contains and how the content is organized.
    • + +
  • It offers an alternative to complex navigation bars that may be different at different + parts of the site. +
    • + +
+

There are different types of site maps. The simplest and most common kind of site + map is an outline that shows links to each section or sub-site. Such outline views + do not show more complex relationships within the site, such as links between pages + in different sections of the site. The site maps for some large sites use headings + that expand to show additional detail about each section. +

+

A site map describes the contents and organization of a site. It is important that + site maps be updated whenever the site is updated. For example, a Web page is not + a valid site map when any one of the following is true: +

+
    + +
  1. it does not link to all the sections of a site, or
    2. + +
  2. it presents an organization that is different from the site's organization, or
    3. + +
  3. it contains links that are no longer valid.
    4. + +
+
+
+

Examples

+
+

Example 1

+

The Web Accessibility Initiative provides a + WAI site map + that lists different sections of its Web site. The site map shows the different sections + of the Web site, and shows some of the substructure within those sections. +

+
+
+

Example 2

+

The site map for an on-line magazine lists all the sections of the magazine and the + subsections in each section. It also include links for Help, How to Contact Us, Privacy + Policy, Employment Opportunities, How to Subscribe, and the home page for the magazine. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the site contains a site map.
    2. + +
  2. Check that the links in the site map lead to the corresponding sections of the site.
    3. + +
  3. For each link in the site map, check that the target page contains a link to the site + map. +
    4. + +
  4. For each page in the site, check that the page can be reached by following some set + of links that start at the site map. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • All of the checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G64.html b/wcag21/techniques/general/G64.html new file mode 100644 index 0000000..46c56cb --- /dev/null +++ b/wcag21/techniques/general/G64.html @@ -0,0 +1,149 @@ + + + + + G64: Providing a Table of Contents + + + + + + + +

Providing a Table of Contents

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.4.5: Multiple Ways (Sufficient as a way to meet an unwritten technique). +

+
+
+

Description

+

This is one of a series of techniques for locating content that are sufficient for + addressing Success Criterion 2.4.5. + A table of contents provides links to sections and subsections of the same document. + The information in the document is usually organized hierarchically, and is intended + to be read sequentially. Just as there could be many books in a library, each with + its own table of contents, a Web site may contain many documents, each with its own + table of contents. +

+

The table of contents serves two purposes:

+
    + +
  • It gives users an overview of the document's contents and organization.
    • + +
  • It allows readers to go directly to a specific section of an on-line document.
    • + +
+

The table of contents typically includes only major sections of the document, though + in some cases an expanded table of contents that provides a more detailed view of + a complex document may be desirable. +

+

The sections of the document could be located on the same Web page or divided into + multiple Web pages. A table of contents is particularly useful when a document is + divided into multiple Web pages. +

+

There is a distinction between a table of contents and other Navigational elements + such as a Navigation Bar or Site Map. A table of contents provides links to sections + of the same document. Those sections could be located on the same Web page or spread + across multiple Web pages. But together, they make a complete idea. To better understand + this, consider a hard copy book which has sections. Each section belongs to the book. + There could be many books in a library. In this example, the "library" is the entire + Web site. +

+
+
+

Examples

+
+

Example 1

+

The + Web Content Accessibility Guidelines 2.0 + contains a + table of contents + that is a hierarchical list of links to the sections and subsections of the document. + The hierarchy of the table of contents reflects the organization of the sections, + and each item in the table of contents is a link that takes the user directly to that + section. +

+
+
+

Example 2

+

The table of contents for + Accessing PDF Documents with Assistive Technology: A Screen Reader User's Guide + begins on the second page. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that a table of contents or a link to a table of contents exists in the document.
    2. + +
  2. Check that the values and order of the entries in the table of contents correspond + to the names and order of the sections of the document. +
    3. + +
  3. Check that the entries in the table of contents link to the correct sections of the + document. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G65.html b/wcag21/techniques/general/G65.html new file mode 100644 index 0000000..aacc631 --- /dev/null +++ b/wcag21/techniques/general/G65.html @@ -0,0 +1,223 @@ + + + + + G65: Providing a breadcrumb trail + + + + + + + +

Providing a breadcrumb trail

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.4.8: Location (Sufficient). +

+
+
+

Description

+

A breadcrumb trail helps the user to visualize how content has been structured and + how to navigate back to previous Web pages, and may identify the current location + within a series of Web pages. A breadcrumb trail either displays locations in the + path the user took to reach the Web page, or it displays the location of the current + Web page within the organization of the site. +

+

Breadcrumb trails are implemented using links to the Web pages that have been accessed + in the process of navigating to the current Web page. They are placed in the same + location within each Web page in the set. +

+

It can be helpful to users to separate the items in the breadcrumb trailing with a + visible separator. Examples of separators include ">", "|", "/", "::", and "→". +

+
+
+

Examples

+
+

Example 1

+

A developer searches within the Web site of an authoring tool manufacturer to find + out how to create hyperlinks. The search results bring him to a Web page with specific + instructions for creating hyperlinks using the authoring tool. It contains the following + links to create a breadcrumb trail: + 

+              Home :: Developer Center :: How To Center
+

In this example the breadcrumb trail does not contain the title of the current Web + page, "How to create hyperlinks". That information is available as the title of the + Web page. +

+
+
+

Example 2

+

A photographer's portfolio Web site has been organized into different galleries and + each gallery has further been divided into categories. A user who navigates through + the site to a Web page containing a photo of a Gentoo penguin would see the following + breadcrumb trail at the top of the Web page: + 

+              Home / Galleries / Antarctica / Penguins / Gentoo Penguin
+

All of the items except "Gentoo Penguin" are implemented as links. The current location, + Gentoo Penguin, is included in the breadcrumb trail but it is not implemented as a + link. +

+
+
+

Example 3

+

The information architecture of an ecommerce Web site is categorized from general + to increasingly more specific product subsections. +

+

You are here: Acme Company → Electronics → Computers → Laptops

+

The trail begins with "You are here" and ends with the current page. Items in the + trail are clickable or tappable links with the exception of "You are here" and "Laptops." + This example uses a right arrow symbol (→) as a separator. +

+

In this example a h2 element, a nav element with an aria-label attribute, and an unordered list are used to provide semantics. The markup would + be styled using CSS to display the breadcrumb trail horizontally. +

+

HTML for this example

 
+          <nav aria-label="Breadcrumbs"> 
+            <h2>You are here:</h2> 
+            <ul>
+              <li><a href="/">Acme Company</a> &#8594;</li> 
+              <li><a href="/electronics/">Electronics</a> &#8594;</li>
+              <li><a href="/electronics/computers/">Computers</a> &#8594;</li>
+              <li>Laptops</li>
+            </ul> 
+          </nav>
+

CSS for this example

 
+      nav, h2, ul, ul li{ display: inline;}
+      nav > h2{ font-size: 1em; } 
+      ul { padding-left: 0em; }
+

Working example: Breadcrumb example

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

When breadcrumb trails have been implemented in a set of Web pages:

+ +
    + +
  1. Navigate to a Web page.
    2. + +
  2. Check that a breadcrumb trail is displayed.
    3. + +
  3. Check that the breadcrumb trail displays the correct navigational sequence to reach + the current location or the correct hierarchical path to the current location within + the site structure. +
    4. + +
  4. + +

    For a breadcrumb trail that does + not + include the current location: +

    + +
      + +
    1. Check that all elements in the breadcrumb trail are implemented as links.
      2. + +
    + +
    5. + +
  5. + +

    For a breadcrumb trail that does include the current location:

    + +
      + +
    1. Check that all elements except for the current location are implemented as links.
      2. + +
    2. Check that the current location is not implemented as a link.
      3. + +
    + +
    6. + +
  6. Check that all links navigate to the correct Web page as specified by the breadcrumb + trail. +
    7. + +
+ +
+
+

Expected Results

+ +
    + +
  • + +

    For all Web pages in the set using breadcrumb trails,

    + +
      + +
    • Checks #2, #3, and #6 are true.
      • + +
    • Either check #4 or #5 is true.
      • + +
    + +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G68.html b/wcag21/techniques/general/G68.html new file mode 100644 index 0000000..1f7a2d5 --- /dev/null +++ b/wcag21/techniques/general/G68.html @@ -0,0 +1,124 @@ + + + + + G68: Providing a short text alternative that describes the purpose of live + audio-only and live video-only content + + + + + + + + +

Providing a short text alternative that describes the purpose of live + audio-only and live video-only content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

This technique provides a short text alternative for Live audio-only and live video-only + content. This text may be used in combination with a full text alternative for time-based + media (for audio or video), or in combination with audio description (for video). + Those alternatives, however, are not part of this technique. The purpose of + this technique is to ensure that the user can determine what the non-text + content is, even if they cannot access it. NOTE: Even if full alternatives + are also available, it is important that users be able to identify the + non-text content when they encounter it so that they are not confused, and + so that they can associate it with the full alternative when they encounter + it. +

+
+
+

Examples

+
+

Example 1

+
    + +
  • A live video feed of the east coast highway has the + following descriptive label "Live video picture of East + Coast Highway just south of the I-81 interchange showing + current traffic conditions." +
    • + +
  • A live audio feed of the Mississippi House of + Representatives has the following descriptive label "Live + audio from the microphones in the Mississippi House of + Representatives." +
    • + +
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Remove, hide, or mask the non-text content.
    2. + +
  2. Display the short text alternative(s).
    3. + +
  3. Check that the purpose of the non-text content is clear, even if content is lost.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G69.html b/wcag21/techniques/general/G69.html new file mode 100644 index 0000000..69ca5e8 --- /dev/null +++ b/wcag21/techniques/general/G69.html @@ -0,0 +1,179 @@ + + + + + G69: Providing an alternative for time based media + + + + + + + +

Providing an alternative for time based media

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

General technique. Applies to all technologies

+

This technique relates to:

+ +
+
+

Description

+

The purpose of this technique is to provide an accessible alternative way of presenting + the information in a synchronized media presentation. +

+

In a synchronized media presentation, information is presented in a variety of ways + including: +

+
    + +
  • dialogue,
    • + +
  • sounds (natural and artificial),
    • + +
  • the setting and background,
    • + +
  • the actions and expressions of people, animals, etc.,
    • + +
  • text or graphics,
    • + +
  • and more.
    • + +
+

In order to present the same information in accessible form, this technique involves + creating a document that tells the same story and presents the same information as + the synchronized media. Such a document is sometimes called a screenplay. It includes + all the important dialogue and actions as well as descriptions of backgrounds etc. + that are part of the story. +

+

If an actual screenplay was used to create the synchronized media in the first place, + this can be a good place to start. In production and editing however, the synchronized + media usually changes from the screenplay. For this technique, the original screenplay + would be corrected to match the dialogue and what actually happens in the final edited + form of the synchronized media. +

+

In addition, some special types of synchronized media include interaction that has + to occur at particular places in the playing of the synchronized media. Sometimes + it may result in an action taking place (e.g., something is purchased, sent, done, + etc.). Sometimes it may change the course of the synchronized media (e.g., the synchronized + media has multiple paths that are determined by user input). In those cases links + or some other mechanism would be used in the alternative for time-based media to allow + people using the alternative to be able to have the same options and abilities as + those using the synchronized media. +

+
+
+

Examples

+
    + +
  • A training film shows employees how to use a new piece of equipment. It involves + a person talking throughout while they demonstrate the operation. The screenplay + used to create the training film is used as a starting point. It is then edited and + corrected to match the dialogue etc. The film and the resulting alternative for time-based + media are then made available on the company Web site. Employees can then use either + or both to learn how to use the machine. +
    • + +
  • An interactive shopping environment is created that allows users to steer themselves + around in a virtual store and shop. An alternative for time-based media allows the + users to access the same shopping in text with links to choose aisles and to purchase + things instead of dragging them into a virtual shopping basket. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. View the synchronized media presentation while referring to the alternative for time-based + media. +
    2. + +
  2. Check that the dialogue in the alternative for time-based media matches the dialogue + in the synchronized media presentation. +
    3. + +
  3. Check that the alternative for time-based media has descriptions of sounds.
    4. + +
  4. Check that the alternative for time-based media has descriptions of setting and setting + changes. +
    5. + +
  5. Check that the alternative for time-based media has descriptions of actions and expressions + of any 'actors' (people, animals etc). +
    6. + +
  6. If the alternate version(s) are on a separate page, check for the availability of + link(s) to allow the user to get to the other versions. +
    7. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2, 3, 4, 5 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G70.html b/wcag21/techniques/general/G70.html new file mode 100644 index 0000000..9d441e1 --- /dev/null +++ b/wcag21/techniques/general/G70.html @@ -0,0 +1,133 @@ + + + + + G70: Providing a function to search an online dictionary + + + + + + + +

Providing a function to search an online dictionary

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide the definition of words, phrases, jargon, + or abbreviation expansions by adding a mechanism to access an on-line dictionary to + the Web page. This technique uses existing resources on the Web to provide the definition + rather than requiring the author to create a glossary or other mechanism within the + site. By providing access from within the Web page, a user can easily locate the desired + definition. This technique can only be used if the online dictionary returns the correct + definition. +

+
+
+

Examples

+
+

Example 1

+

A site that describes how a computer works would include a search feature on each + Web page. The search would be performed against an on-line dictionary of computer + terms, acronyms, and abbreviations. Since the dictionary is specialized for computer + terms, the acronym expansion found should be more accurate than with a general dictionary. +

+
+
+

Example 2

+

An online course in English grammar provides a paragraph of text which introduces + new vocabulary words. Each of the vocabulary words is a link to an on-line dictionary + to find the definition of the word. Activating a link will open up a new window to + an online dictionary site with the specific vocabulary word defined. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each word, phrase, or abbreviation to be defined:

+ +
    + +
  1. Check that a mechanism exists within the Web page to search for the word, phrase, + or abbreviation via an on-line dictionary. +
    2. + +
  2. Check that the result of the search of the dictionary for the word, phrase, or abbreviation + is the correct definition. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #2 are true.
    • + +
+ +

Note: The definition of abbreviation used in WCAG is: "shortened form of a word, phrase, + or name where the original expansion has not been rejected by the organization that + it refers to and where the abbreviation has not become part of the language." +

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G71.html b/wcag21/techniques/general/G71.html new file mode 100644 index 0000000..260bc86 --- /dev/null +++ b/wcag21/techniques/general/G71.html @@ -0,0 +1,118 @@ + + + + + G71: Providing a help link on every Web page + + + + + + + +

Providing a help link on every Web page

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 3.3.5: Help (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide context sensitive help for users as + they enter data in forms by providing at least one link to the help information on + each Web page. The link targets a help page with information specific to that Web + page. Another approach is to provide a help link for every interactive control. Positioning + this link immediately before or after the control allows users to easily tab to it + if they have problems in the control. Displaying the help information in a new browser + window ensures that any data that has already been entered into the form will not + be lost. NOTE: A link is not the only means to provide help. +

+
+
+

Examples

+
+

Example 1

+

The example below shows a label element that includes a help link. Including the help + link within the label element allows screen reader users to have access to the help + link when interacting with the input form control. + 

+              <form action="test.html">
+                <label for="test">Test control
+                <a href="help.html" target="_blank">Help</a></label>
+                <input type="text" name="test" id="test" />
+                </form>
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify a Web page that contains forms.
    2. + +
  2. Determine if there is at least one link to help information explaining how to complete + the form on this Web page. +
    3. + +
  3. Determine if there are links either before or after each interactive control to information + specific to that control. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Either #2 or #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G73.html b/wcag21/techniques/general/G73.html new file mode 100644 index 0000000..8150081 --- /dev/null +++ b/wcag21/techniques/general/G73.html @@ -0,0 +1,175 @@ + + + + + G73: Providing a long description in another location with a link to it that + is immediately adjacent to the non-text content + + + + + + + + +

Providing a long description in another location with a link to it that + is immediately adjacent to the non-text content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a way to link to remote long + descriptions in technologies that do not have a long description feature + built directly into them (e.g., longdesc) or where the feature is known to + not be supported. +

+

With this technique, the long description is provided in another location + than the non-text content. This could be at another location within the same + URI or at another URI. A link to that long description is provided that is + immediately adjacent to the non-text content. The link can be immediately + before or after the non-text content. If the description is located along + with other text then put "End of description" at the end so that they know + when to stop reading and return to the main content. If a "Back" button will + not take the person back to the point from which they jumped, then a link + back to the non-text content location is provided. +

+

This technique was commonly used in HTML before 'longdesc' was added to the + specification. In HTML it was called a D-Link because it was usually + implemented by putting a D next to images and using the D as a link to the + long description. This technique is not technology specific and can be used + in any technology that supports links. +

+
+
+

Examples

+
+

Example 1: Bar chart

+

There is a bar chart on a Web page showing the sales for the top + three salespeople. +

+

The short text alternative says "October sales chart for top three + salespeople." +

+

Immediately after the non-text content is a small image denoting a + long description. The alternate text for the image is "Long + description of chart". The image links to the bottom of the page + where there is a section titled "Description of charts on this + page". The link points to this specific description: "Sales for + October show Mary leading with 400 units. Mike follows closely with + 389. Chris rounds out our top 3 with sales of 350. [end of + description]" +

+
+
+

Example 2: Bar chart - in non-HTML technology where user agent "back" + is not supported for security reasons. +

+

There is a bar chart on a Web page showing the sales for the top + three salespeople. +

+

The short text alternative says "October sales chart for top three + salespeople." +

+

Immediately after the non-text content is a small image denoting the + long description. The alternate text for the image is "Long + description of chart". The image links to another page titled + "Description of charts in October Sales Report". The description + link points to this specific description: "Sales for October show + Mary leading with 400 units. Mike follows closely with 389. Chris + rounds out our top 3 with sales of 350. End of description. + <link>Back to Sales Chart</link>" +

+
+ +
+

Example 4: Transcript of an audio-only file

+

There is a recording of a speech by Martin Luther King. Links to the + audio file and the transcript appear side by side. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. check for the presence of a link immediately before or after the + non-text content +
    2. + +
  2. check that the link is a valid link that points directly to the + long description of this particular non-text content. +
    3. + +
  3. check that the long description conveys the same information as + the non-text content +
    4. + +
  4. check for the availability of a link or back function to get the + user back to the original location of the non-text content +
    5. + +
+ +
+
+

Expected Results

+ +

All 4 of the above are true

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G74.html b/wcag21/techniques/general/G74.html new file mode 100644 index 0000000..3047d65 --- /dev/null +++ b/wcag21/techniques/general/G74.html @@ -0,0 +1,127 @@ + + + + + G74: Providing a long description in text near the non-text content, with a + reference to the location of the long description in the short description + + + + + + + + +

Providing a long description in text near the non-text content, with a + reference to the location of the long description in the short description +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a long description without + requiring the user to jump off to another location for the description. It + also allows all users to see the description which may be useful to anyone + who might miss some features in the non-text content. +

+

With this technique, the long description is provided as part of the + standard presentation (i.e., everyone receives it). The description is + located near the non-text content but does not have to be the very next + item. For example, there may be a caption under a chart with the long + description provided in the following paragraph. +

+

The location of this long description is then provided within the short text + alternative so the user knows where to look for it if they cannot view the + non-text content. +

+
+
+

Examples

+
+

Example 1: Bar chart

+

There is a bar chart on a Web page showing the sales for the top + three salespeople. +

+

The short text alternative says: "October sales chart for top three + salespeople. Details in text following the chart:" +

+

The following is in the paragraph immediately below the chart. "Sales for October + show Mary leading with 400 units. Mike follows closely with 389. Chris rounds out + our top 3 with sales of 350." +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. check that the short text alternative includes the location of + the long description +
    2. + +
  2. Check that the long description is near the non-text content + both visually and in the linear reading order +
    3. + +
  3. check that the long description conveys the same information as + the non-text content +
    4. + +
+ +
+
+

Expected Results

+ +

All 3 of the above are true

+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G75.html b/wcag21/techniques/general/G75.html new file mode 100644 index 0000000..5b89028 --- /dev/null +++ b/wcag21/techniques/general/G75.html @@ -0,0 +1,109 @@ + + + + + G75: Providing a mechanism to postpone any updating of content + + + + + + + +

Providing a mechanism to postpone any updating of content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that automatically updates itself.

+

This technique relates to Success Criterion 2.2.4: Interruptions (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that users can postpone automatic updates + of content, or other non-emergency interruptions. This can be accomplished either + through a preference or by alerting users of an imminent update and allowing them + to suppress it. If a preference is provided, automatic content update can be disabled + by default and users can specify the frequency of automatic content updates if they + choose to enable the setting. +

+
+
+

Examples

+
    + +
  • A Web page provides stock quotes and automatically updates from time to time. The + page provides a short form with a field "Refresh data frequency (minutes):" so users + can adjust the frequency of the updating. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find pages with content that automatically updates.
    2. + +
  2. For each automatic update, look for a mechanism to adjust the timing of the updates.
    3. + +
  3. Check that automatic updating is disabled by default or that the user is warned before + an automatic update occurs and allowed to suppress it. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G76.html b/wcag21/techniques/general/G76.html new file mode 100644 index 0000000..afe65ff --- /dev/null +++ b/wcag21/techniques/general/G76.html @@ -0,0 +1,140 @@ + + + + + G76: Providing a mechanism to request an update of the content instead of + updating automatically + + + + + + + + +

Providing a mechanism to request an update of the content instead of + updating automatically +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology or combination of technologies that support automatic updates.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to let the user control if and when + content is updated, in order to avoid confusion or disorientation caused by + automatic refreshes that cause a change of context. Users of screen readers + may find automatic updates confusing because it is not always clear what is + happening. When a page is refreshed, the screen reader's “virtual cursor", + which marks the user's current location on the page, is moved to the top of + the page. People who use screen magnification software and people with + reading disabilities may also be disoriented when pages are refreshed + automatically. +

+

Some content is frequently updated with new data or information. Some + developers force automatic updates by inserting code in the content that + causes the content to request a new copy of itself from the server. These + updates and the frequency of these updates are not always under the user's + control. Instead of triggering updates automatically, authors can provide a + mechanism that allows the user to request an update of the content as + needed. +

+
+
+

Examples

+
+

Example 1

+

In HTML, a developer can provide a button or link that + allows the user to update the content. For example, on a + page with news items located at http://www.example.com/news.jsp + 

+              <a href="news.jsp">Update this page</a>
+
+
+

Example 2

+

In a Web interface for e-mail (Webmail), a developer can + provide a button or link to fetch new incoming mails instead + of updating automatically. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find mechanisms to update the content (if such a mechanism is + present). +
    2. + +
  2. For each such mechanism, check if it allows the user to request + an update. +
    3. + +
  3. For each such mechanism, check if it can cause an automatic + update. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • If #2 is true, then #3 is false.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G78.html b/wcag21/techniques/general/G78.html new file mode 100644 index 0000000..7bbb2c4 --- /dev/null +++ b/wcag21/techniques/general/G78.html @@ -0,0 +1,186 @@ + + + + + G78: Providing a second, user-selectable, audio track that includes audio descriptions + + + + + + + +

Providing a second, user-selectable, audio track that includes audio descriptions

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to any technology that has a sound track and visual content.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide an audio (spoken) version of information + that is provided visually so that it is possible for people who cannot see to be able + to understand audio-visual material. +

+

Since most user agents today cannot merge multiple sound tracks, this technique adds + the additional audio information to synchronized media by providing an option which + allows users to replace the soundtrack with a new copy of the original soundtrack + that has the additional audio description added. This added information focuses on + actions, characters, scene changes and on-screen text (not captions) that are important + to understanding the content. +

+

Since it is not helpful to have this new information obscure key audio information + in the original sound track (or be obscured by loud sound effects), the new information + is added during pauses in dialogue and sound effects. This limits the amount of supplementary + information that can be added to the program. +

+

The soundtrack with the audio description (of visual information) can either be an + alternate sound track that the user can choose, or it can be the standard sound track + that everyone hears. +

+
+
+

Examples

+
    + +
  • A travelogue of the northeast has additional audio description added during the gaps + in the dialogue to let listeners who are blind know what the person is talking about + at any point in time. +
    • + +
  • A video shows a woodpecker carving a nest in a tree. A button within the content allows + users to turn the audio description track on or off. +
    • + +
  • A lecture has audio description added whenever the instructor says things like "and + this + is the one that is most important." The audio descriptions lets listeners who can + not see the video know what "this" is. +
    • + +
  • A movie file has two audio tracks, one of which includes audio description. Users + can choose either one when listening to the movie by selecting the appropriate track + in their media player. +
    • + +
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the ability exists to turn on the audio track that includes audio descriptions. + For example, by using a control within the content itself or by selecting a control + or preference in the media player or operating system. +
    2. + +
  2. Listen to the synchronized media
    3. + +
  3. Check to see if gaps in dialogue are used to convey important information regarding + visual content +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #1 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G79.html b/wcag21/techniques/general/G79.html new file mode 100644 index 0000000..0c28a72 --- /dev/null +++ b/wcag21/techniques/general/G79.html @@ -0,0 +1,136 @@ + + + + + G79: Providing a spoken version of the text + + + + + + + +

Providing a spoken version of the text

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Technologies that support links, audio formats.

+

This technique relates to Success Criterion 3.1.5: Reading Level (Sufficient). +

+
+
+

Description

+

Some users who have difficulty sounding out (decoding) words in written text find + it very helpful to hear the text read aloud. This service can now be provided easily + using either recorded human speech or synthetic speech. For example, there are a number + of products that authors can use to convert text to synthetic speech, then save the + spoken version as an audio file. A link to the spoken version can then be provided + within the content. Cost depends in part on the quality of the voice used and whether + the text is likely to change frequently. +

+
    + +
  • + +

    Spoken versions of short texts and static text content

    + +

    This method is effective for small amounts of text and for longer documents that do + not change often. +

    + +
      + +
    1. Make a recording of someone reading the text aloud, or use a tool that converts individual + documents or selected passages into synthetic speech. Choose the clearest, most + attractive voice if a choice is available. +
      2. + +
    2. Save the spoken version as an audio file. Use an audio format that is widely available + and supported by media players. +
      3. + +
    3. Provide a link to the audio version.
      4. + +
    4. Identify the audio format (for example, .MP3, .WAV, .AU, etc.).
      5. + +
    5. Provide a link to a media player that supports the format.
      6. + +
    + +
    • + +
  • + +

    Spoken versions of text that changes

    + +

    Server-based methods may be best when pages change often or when user choice determines + text content. Some server-based tools allow users to select any text they are interested + in and listen to it. Typically, the user presses a button which starts the text-to-speech + conversion and reads the text aloud. +

    + +
    • + +
+
+
+

Examples

+
+

Example 1: A Web site for a government agency

+

The Web site for a municipal housing authority has a button on every page labeled + "Read this page aloud." The user selects the button and the page is spoken by a synthetic + voice. +

+
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Check if a spoken version of the content is available.
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G8.html b/wcag21/techniques/general/G8.html new file mode 100644 index 0000000..b5343a1 --- /dev/null +++ b/wcag21/techniques/general/G8.html @@ -0,0 +1,166 @@ + + + + + G8: Providing a movie with extended audio descriptions + + + + + + + +

Providing a movie with extended audio descriptions

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology that supports audio and video.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide a second version of video content that + provides extended audio descriptions. One of the difficult things about creating traditional + audio descriptions is that the narrator sometimes has to provide a lot of information + during very short pauses in dialogue. Extended audio description temporarily pauses + the audio and video to allow critical information to be delivered when pauses in dialogue + are insufficient for adequate description. +

+

Providing a second version of the movie with extended audio descriptions will make + this content accessible for blind people who need to hear not only the dialogue but + also the context and other aspects of the video that are not communicated by the characters' + dialogue alone, and for which there is insufficient time during the natural dialogue. +

+

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. +

+
+
+

Examples

+
+

Example 1

+

An alternate version of an online video of a family escaping from a burning building: + there is a continuous dialogue between the husband and wife about where the children + are. Meanwhile, in the background, a wall caves in. This is important information + in the story because it will block their exit from that part of the building. The + video track halts (same frame is repeated) while a narrator gives the details about + the wall falling and the video continues. +

+
+
+

Example 2

+

A training film has narrative that runs almost continuously throughout. An alternate + version is available for people who have difficulty viewing the video portion. The + alternate version freezes the video and provides audio description of key information. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Open the version of the movie that includes extended audio descriptions.
    2. + +
  2. Check that the video halts for extended audio description when there is not enough + space to include necessary narration between the natural dialogue. +
    3. + +
  3. Check that the necessary information is in the audio description.
    4. + +
  4. If the alternate version(s) are on a separate page, check for the availability of + link(s) to allow the user to get to the other versions. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2, #3 and #4 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G80.html b/wcag21/techniques/general/G80.html new file mode 100644 index 0000000..5c9c27f --- /dev/null +++ b/wcag21/techniques/general/G80.html @@ -0,0 +1,102 @@ + + + + + G80: Providing a submit button to initiate a change of context + + + + + + + +

Providing a submit button to initiate a change of context

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that includes forms.

+

This technique relates to Success Criterion 3.2.2: On Input (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to provide a mechanism that allows users + to explicitly request changes of context. Since the intended use of a submit + button is to generate an HTTP request that submits data entered in a form, + this is an appropriate control to use for causing a change of context and is + a practice that does not create confusion for users. +

+
+
+

Examples

+
+

Example 1

+

Example 1: A submit button is used for each form that causes a + change in context. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Find all forms in the content
    2. + +
  2. For each form, check that it has a submit button
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G81.html b/wcag21/techniques/general/G81.html new file mode 100644 index 0000000..b54c357 --- /dev/null +++ b/wcag21/techniques/general/G81.html @@ -0,0 +1,191 @@ + + + + + G81: Providing a synchronized video of the sign language interpreter that can + be displayed in a different viewport or overlaid on the image by the player + + + + + + + + +

Providing a synchronized video of the sign language interpreter that can + be displayed in a different viewport or overlaid on the image by the player +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all synchronized media technologies that allow synchronization of + multiple video streams +

+

This technique relates to Success Criterion 1.2.6: Sign Language (Prerecorded) (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to allow users who cannot hear or read + text rapidly to be able to access synchronized media material without affecting the + presentation of the material for all viewers. +

+

For those who communicate primarily in sign language it is sometimes less + preferable and sometimes not possible for them to read and understand text + at the rate it is presented in captions. For these latter individuals it is + important to provide sign language presentation of the audio information. +

+

This technique accomplishes this by providing the sign language + interpretation as a separate video stream that is synchronized with the + original video stream. Depending on the player, this secondary video stream + can be overlaid on top of the original video or displayed in a separate + window. It may also be possible to enlarge the sign language interpreter + separately from the original video to make it easier to read the hand, body + and facial movements of the signer. +

+

NOTE: Since sign language is not usually a signed version of the printed + language, the author has to decide which sign language to include. Usually + the sign language of the primary audience would be used. If intended for + multiple audiences, multiple languages may be used. See advisory technique + for multiple sign languages. +

+
+
+

Examples

+
+

Example 1

+

Example 1: A university provides a synchronized sign language + interpreter video stream that can be displayed, at the viewer's + option, along with any of their education programs. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+
    + +
  • + +

    Guidelines for the Production of Signing Books

    + +
      + +
    • + "Sign Language presentation" + gives a + broad overview of issues to consider when filming + sign language interpreters. Includes discussion of + signing both written and spoken originals. +
      • + +
    • Techniques for filming are discussed in + chapter 12, “Filming the Signer(s)". +
      • + +
    • + +

      Useful information about how to display the sign + language interpreter in relation to the original + synchronized media content is provided in + Chapter 13, "Editing". +

      + +
      +
      Note
      +
      + +

      These techniques may need to be adapted for + Web-based presentation. +

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

Tests

+
+

Procedure

+ +
    + +
  1. Enable the display of the sign-language window in the player.
    2. + +
  2. Have someone watch the program who can hear and is familiar with + the sign language being used. +
    3. + +
  3. Check to see if there is a sign language interpreter on screen + or in a separate window. +
    4. + +
  4. Check to see that dialogue and important sounds are being conveyed + by the interpreter and are synchronized with the audio. +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • #3 and #4 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G82.html b/wcag21/techniques/general/G82.html new file mode 100644 index 0000000..b750d95 --- /dev/null +++ b/wcag21/techniques/general/G82.html @@ -0,0 +1,130 @@ + + + + + G82: Providing a text alternative that identifies the purpose of the non-text content + + + + + + + +

Providing a text alternative that identifies the purpose of the non-text content

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The purpose of this technique is to provide useful information via the text + alternative even if the full function of the non-text content cannot be + provided. +

+

Sometimes, a text alternative cannot serve the same purpose as the original + non-text content (for example an applet meant to develop two dimensional + rapid targeting skills and eye hand coordination.) In these cases this + technique is used. With this technique a description of the purpose of the + non-text content is provided. +

+
+
+

Examples

+
+

Example 1

+
    + +
  • An eye-hand coordination development applet has the + following text alternative "Applet that uses the mouse and + moving targets to develop eye-hand coordination" +
    • + +
  • A camera applet that has a round disk where you push on the + edges to control a remote camera and a slider in the middle + for zooming has the following text alternative "Control for + aiming and zooming remote video camera". +
    • + +
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. remove, hide, or mask the non-text content
    2. + +
  2. replace it with the text alternative
    3. + +
  3. check that the purpose of the non-text content is clear - even + if function is lost. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G83.html b/wcag21/techniques/general/G83.html new file mode 100644 index 0000000..0786639 --- /dev/null +++ b/wcag21/techniques/general/G83.html @@ -0,0 +1,173 @@ + + + + + G83: Providing text descriptions to identify required fields that were not completed + + + + + + + +

Providing text descriptions to identify required fields that were not completed

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that includes mandatory fields in user input

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to notify the user when a field that must be completed + has not been completed. When users fail to provide input for any mandatory form fields, + information is provided in text to enable the users to identify which fields were + omitted. One approach is to use client-side validation and provide an alert dialog + box identifying the mandatory fields which were omitted. Another approach, using server-side + validation, is to re-display the form (including any previously entered data), with + either a text description at the location of the omitted mandatory field, or a text + description that identifies the omitted mandatory fields. +

+
+
Note
+
+ +

The best practice is to include a message or alert, as some users may not be aware + that an error has occurred and could assume that the form is not functioning correctly. + It is also best practice to include an error notification in the page title (title element) since a screen reader user is likely to believe the page was submitted correctly + and continue to navigate to another page as soon as the new page is returned instead + of reading the main content area of the page again. +

+ +
+
+
+
+

Examples

+
    + +
  • A user attempts to submit a form but has neglected to provide input or select a choice + in one or more mandatory fields. Using client-side validation, the omission is detected + and an alert dialog appears informing the user that mandatory fields have not been + completed. The labels of the fields with this problem are changed to identify the + problem field, and links to the problem fields are inserted in the document after + the submit button so the user can move to them after dismissing the alert. +
    • + +
  • A user attempts to submit a form but has neglected to provide input or select a choice + in one or more mandatory fields. Using server-side validation, the omission is detected + and the form is re-displayed with a text description at the top informing which mandatory + fields were omitted. Each omitted mandatory field is also identified using a text + label so that the user does not have to return to the list at the top of the form + to find the omitted fields. +
    • + +
  • + +

    A user is completing a form that contains mandatory fields. The labels of the fields + indicate whether or not they are mandatory. The user tabs to a mandatory field, and + tabs out of the field without entering any data or selecting a choice. A client-side + script modifies the label of the field to indicate that leaving it blank was an error. +

    + +
    +
    Note
    +
    + +

    Some screen readers may not notice and announce the change to the label so screen + reader users may be unaware of the error. +

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

Tests

+
+

Procedure

+ +
    + +
  1. Fill out a form, deliberately leaving one or more required (mandatory) fields blank, + and submit it. +
    2. + +
  2. Check that a text description is provided identifying the mandatory field(s) that + was not completed. +
    3. + +
  3. Check that other data previously entered by the user is re-displayed, unless the data + is in a security related field where it would be inappropriate to retain the data + for re-display (e.g. password). +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 and #3 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G84.html b/wcag21/techniques/general/G84.html new file mode 100644 index 0000000..b45b1bf --- /dev/null +++ b/wcag21/techniques/general/G84.html @@ -0,0 +1,119 @@ + + + + + G84: Providing a text description when the user provides information that is not in the + list of allowed values + + + + + + + + +

Providing a text description when the user provides information that is not in the + list of allowed values +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that collects user input where a limited set of values must be input.

+

This technique relates to:

+ +
+
+

Description

+

When users enter input that is validated, and errors are detected, the nature of the + error needs to be described to the user in manner they can access. One approach is + to present an alert dialog that describes fields with errors when the user attempts + to submit the form. Another approach, if validation is done by the server, is to return + the form (with the user's data still in the fields) and a text description at the + top of the page that indicates the fact that there was a validation problem, describes + the nature of the problem, and provides ways to locate the field(s) with a problem + easily. The "in text" portion of the Success Criterion underscores that it is not + sufficient simply to indicate that a field has an error by putting an asterisk on + its label or turning the label red. A text description of the problem should be provided. +

+

When input must be one of a set of allowed values, the text description should indicate + this fact. It should include the list of values if possible, or suggest the allowed + value that is most similar to the entered value. +

+
+
+

Examples

+
    + +
  • The user inputs invalid data on a form field. Before the user submits the form, an + alert dialog appears that describes the nature of the error so the user can fix it. +
    • + +
  • The user inputs invalid data on a form field and submits the form. The server returns + the form, with the user's data still present, and indicates clearly in text at the + top of the page that there were input errors. The text describes the nature of the + error(s) and clearly indicates which field had the problem so the user can easily + navigate to it to fix the problem. +
    • + +
+
+
+

Tests

+
+

Procedure

+ +
    + +
  1. Enter invalid data in a form field.
    2. + +
  2. Check that information is provided in text about the problem.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G85.html b/wcag21/techniques/general/G85.html new file mode 100644 index 0000000..82e0a9d --- /dev/null +++ b/wcag21/techniques/general/G85.html @@ -0,0 +1,157 @@ + + + + + G85: Providing a text description when user input falls outside the required format or + values + + + + + + + + +

Providing a text description when user input falls outside the required format or + values +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content that accepts user data input, with restrictions on the format, value, and/or + type of the input. +

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide assistance in correcting input errors + where the information supplied by the user is not accepted. When users enter data + input that is validated, and input errors are detected, information about the nature + and location of the input error is provided in text to enable the users to identify + the problem. One approach is to use client-side validation and provide an alert dialog + box that describes the error immediately when users enter invalid data in field. Another + approach, using server-side validation, is to re-display the form (including any previously + entered data), and a text description at the top of the page that indicates the fact + that there was an error, describes the nature of the problem, and provides ways to + easily locate the field(s) with a problem. +

+

However the text description is provided, it should do one of the following things + to assist the user: +

+
    + +
  • Provide examples of the correct data entry for the field,
    • + +
  • Describe the correct data entry for the field,
    • + +
  • Show values of the correct data entry that are similar to the user's data entry, with + instructions to the user as to how to enter one of these correct values should the + user choose to do so. +
    • + +
+
+
+

Examples

+
    + +
  • The user inputs invalid data on a form field. When the user exits the field, an alert + dialog appears that describes the nature of the error so the user can fix it. +
    • + +
  • The user inputs invalid data on a form field and submits the form. The server returns + the form, with the user's data still present, and indicates clearly in text at the + top of the page that there were input errors. The text describes the nature of the + error(s) and clearly indicates which field had the problem so the user can easily + navigate to it to fix the problem. +
    • + +
  • The user inputs invalid data on a form field and attempts to submit the form. Client + side scripting detects the error, cancels the submit, and modifies the document to + provide a text description after the submit button describing the error, with links + to the field(s) with the error. The script also modifies the labels of the fields + with the problems to highlight them. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Fill out a form, deliberately enter user input that falls outside the required format + or values +
    2. + +
  2. Check that a text description is provided that identifies the field in error and provides + some information about the nature of the invalid entry and how to fix it. +
    3. + +
  3. Check that other data previously entered by the user is re-displayed, unless the data + is in a security related field where it would be inappropriate to retain the data + for re-display (e.g. password). +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 and #3 are true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G86.html b/wcag21/techniques/general/G86.html new file mode 100644 index 0000000..f4cf169 --- /dev/null +++ b/wcag21/techniques/general/G86.html @@ -0,0 +1,142 @@ + + + + + G86: Providing a text summary that can be understood by people with lower secondary education + level reading ability + + + + + + + + +

Providing a text summary that can be understood by people with lower secondary education + level reading ability +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 3.1.5: Reading Level (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a summary of complex content. The summary + is provided in addition to the original content. +

+

Users with disabilities that make it difficult to decode words and sentences are likely + to have trouble reading and understanding complex text. This technique provides a + short statement of the most important ideas and information in the content. The summary + is easier to read because it uses shorter sentences and more common words than the + original. +

+

The following steps can be used to prepare the summary:

+
    + +
  1. Identify the most important ideas and information in the content.
    2. + +
  2. Write one or more paragraphs that use shorter sentences and more common words to express + the same ideas and information. (The number of paragraphs depends on the length of + the original.) +
    3. + +
  3. Measure the readability of the summary.
    4. + +
  4. Edit the summary. Consider dividing longer sentences into two or replacing long or + unfamiliar words with shorter, more common terms. +
    5. + +
  5. Repeat steps 3 and 4 as needed.
    6. + +
+
+
+

Examples

+
+

Example 1: A technical article with a readable summary

+

An article describes a technical innovation. The first item after the title of the + article is a section with the heading, “Summary." The average length of the sentences + in the summary is 16 words (compared to 23 words for sentences in the article), and + it uses short, common words instead of the technical jargon in the article. A readability + formula is applied; the summary requires reading ability less advanced than the lower + secondary education level. +

+
+
+ +
+

Tests

+
+

Procedure

+ +

For each summary provided as supplemental content:

+ +
    + +
  1. Measure the readability of the summary.
    2. + +
  2. Check that the summary requires reading ability less advanced than the lower secondary + education level. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • # 2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G87.html b/wcag21/techniques/general/G87.html new file mode 100644 index 0000000..86ae569 --- /dev/null +++ b/wcag21/techniques/general/G87.html @@ -0,0 +1,208 @@ + + + + + G87: Providing closed captions + + + + + + + +

Providing closed captions

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any audiovideo technology where there are user agents that support closed + captions. +

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide a way for people who have + hearing impairments or otherwise have trouble hearing the dialogue in + synchronized media material to be able to view the material and see the dialogue and + sounds - without requiring people who are not deaf to watch the captions. + With this technique all of the dialogue and important sounds are embedded as + text in a fashion that causes the text not to be visible unless the user + requests it. As a result they are visible only when needed. This requires + special support for captioning in the user agent. +

+

NOTE: Captions should not be confused with subtitles. Subtitles provide text + of only the dialogue and do not include important sounds. +

+
+
+

Examples

+
+

Example 1

+

In order to ensure that users who are deaf can use their + interactive educational materials, the college provides captions and + instructions for turning on captions for all of their audio + interactive educational programs. +

+
+
+

Example 2

+

The online movies at a media outlet all include + captions and are provided in a format that allows embedding of + closed captions. +

+
+
+

Example 3

+

Special caption files including synchronization + information are provided for an existing movie. Players are + available that can play the captions in a separate window on screen, + synchronized with the movie window. +

+
+
+

Example 4

+

A video of a local news event has captions provided that + can be played over the video or in a separate window depending on + the player used. +

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+

Guides to Captioning

+ +

SMIL

+ +

Other Captioning

+ +
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Turn on the closed caption feature of the media player
    2. + +
  2. View the synchronized media content
    3. + +
  3. Check that captions (of all dialogue and important sounds) are + visible +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #3 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G88.html b/wcag21/techniques/general/G88.html new file mode 100644 index 0000000..d550d56 --- /dev/null +++ b/wcag21/techniques/general/G88.html @@ -0,0 +1,150 @@ + + + + + G88: Providing descriptive titles for Web pages + + + + + + + +

Providing descriptive titles for Web pages

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies.

+

This technique relates to Success Criterion 2.4.2: Page Titled (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to give each Web page a descriptive title. Descriptive + titles help users find content, orient themselves within it, and navigate through + it. A descriptive title allows a user to easily identify what Web page they are using + and to tell when the Web page has changed. The title can be used to identify the Web + page without requiring users to read or interpret page content. Users can more quickly + identify the content they need when accurate, descriptive titles appear in site maps + or lists of search results. When descriptive titles are used within link text, they + help users navigate more precisely to the content they are interested in. +

+

The title of each Web page should:

+
    + +
  • Identify the subject of the Web page
    • + +
  • Make sense when read out of context, for example by a screen reader or in a site map + or list of search results +
    • + +
  • Be short
    • + +
+

It may also be helpful for the title to

+
    + +
  • Identify the site or other resource to which the Web page belongs
    • + +
  • Be unique within the site or other resource to which the Web page belongs
    • + +
+
+
+

Examples

+
+

Example 1: A title that lists the most important identifying information first

+

A Web page is published by a group within a larger organization. The title of the + Web page first identifies the topic of the page, then shows the group name followed + by the name of the parent organization. + 

+              <title>Working with us: The Small Group: The Big Organization</title>
+
+
+

Example 2: A synchronized media presentation with a descriptive title

+

A synchronized media presentation about the 2004 South Asian tsunami is titled “The + Tsunami of 2004." +

+
+
+

Example 3: A Web page with a descriptive title in three parts

+

A Web page provides guidelines and suggestions for creating closed captions. The Web + page is part of a “sub-site" within a larger site. The title is separated into three + parts by dashes. The first part of the title identifies the organization. The second + part identifies the sub-site to which the Web page belongs. The third part identifies + the Web page itself. (For a working example, see + WGBH – Media Access Group – Captioning FAQ.) +

+
+
+

Example 4: A newspaper Web page

+

A Web site that only permits viewing of the current edition titles its Web page "National + News, Front Page". A Web site that permits editions from different dates to be viewed + titles its Web page, "National News, Front Page, Oct 17, 2005". +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that the Web page has a title
    2. + +
  2. Check that the title is relevant to the content of the Web page.
    3. + +
  3. Check that the Web page can be identified using the title.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • All checks above are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G89.html b/wcag21/techniques/general/G89.html new file mode 100644 index 0000000..bdb5e69 --- /dev/null +++ b/wcag21/techniques/general/G89.html @@ -0,0 +1,121 @@ + + + + + G89: Providing expected data format and example + + + + + + + +

Providing expected data format and example

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Pages that collect information from users, and restrict the format the user can use.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to help the user avoid input errors by informing + them about restrictions on the format of data that they must enter. This can be done + by describing characteristics of the format or providing a sample of the format the + data should have. +

+
+
Note
+
+ +

For data formats with common variations, such as dates and times, it may be useful + to provide a preference option so users can use the format that is most comfortable + to them. +

+ +
+
+
+
+

Examples

+
+

Example 1

+

The following HTML form control for a date indicates in the label that the date must + be in day-month-year format, not month-day-year as many users in the United States + may assume. + 

+              <label for="date">Date (dd-mm-yyyy)</label>
+                <input type="text" name="date" id="date" />
+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Identify form controls that will only accept user input data in a given format.
    2. + +
  2. Determine if each of the form controls identified in 1 provides information about + the expected format. +
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G9.html b/wcag21/techniques/general/G9.html new file mode 100644 index 0000000..8cdd67f --- /dev/null +++ b/wcag21/techniques/general/G9.html @@ -0,0 +1,127 @@ + + + + + G9: Creating captions for live synchronized media + + + + + + + +

Creating captions for live synchronized media

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies that present audio visual information.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to allow users who cannot hear to be able + to access real-time synchronized media broadcasts. It is more difficult to create + accurate real-time captions because there is little time to correct mistakes + or to listen a second time or consult someone to be sure the words are + accurately reproduced. It is also harder to simplify or paraphrase + information if it is flowing too quickly. +

+

Real-time typing text entry techniques exist using stenographic and rapid + typing technologies. Re-voicing speech-to-text (where a person listens to + speech and then carefully re-voices it into a computer trained to their + speech) is used today for telephone relay services and may be used in the + future for captioning. Eventually speech-to-text with correction will be + possible. +

+
+
+

Examples

+
+

Example 1

+

A television studio uses a real-time captioning service + to create captions for its evening news online. +

+
+
+

Example 2

+

A user watches an online seminar on their mobile device, including captioning provided + through the use of Communication Access Real-time Translation (CART). The captions + provided also benefit in-person participants who need captioning and can view the + information on their own device. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check that a procedure and policy are in place to ensure that captions are delivered + in real-time. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G90.html b/wcag21/techniques/general/G90.html new file mode 100644 index 0000000..f83bd38 --- /dev/null +++ b/wcag21/techniques/general/G90.html @@ -0,0 +1,114 @@ + + + + + G90: Providing keyboard-triggered event handlers + + + + + + + +

Providing keyboard-triggered event handlers

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies where content includes functionality.

+

This technique relates to Success Criterion 2.1.1: Keyboard (Sufficient using a more specific technique). +

+
+
+

Description

+

The objective of this technique is to permit individuals who rely on a keyboard or + keyboard interface to access the functionality of the content. To do this, make sure + that all event handlers triggered by non-keyboard UI events are also associated with + a keyboard-based event, or provide redundant keyboard-based mechanisms to accomplish + the functionality provided by other device-specific functions. +

+
+
+

Examples

+
    + +
  • + Example 1: A drag and drop feature + A photo application includes a "drag" and "drop" feature to allow users to re-order + photographs in an on-line album for presentation as a slide show. It also includes + a feature that allows users to select a photo and 'cut' and 'paste' the items into + the list at the appropriate point using only the keyboard. +
    • + +
  • + Example 2: A reorder feature + A Web application that allows users to create surveys by dragging questions into position + includes a list of the questions followed by a text field that allows users to re-order + questions as needed by entering the desired question number. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. check that all functionality can be accessed using only the keyboard
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • #1 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G91.html b/wcag21/techniques/general/G91.html new file mode 100644 index 0000000..a7b14b0 --- /dev/null +++ b/wcag21/techniques/general/G91.html @@ -0,0 +1,111 @@ + + + + + G91: Providing link text that describes the purpose of a link + + + + + + + +

Providing link text that describes the purpose of a link

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that contain links.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to describe the purpose of a link in the text of + the link. The description lets a user distinguish this link from links in the Web + page that lead to other destinations and helps the user determine whether to follow + the link. The URI of the destination is generally not sufficiently descriptive. +

+
+
+

Examples

+
+

Example 1: Describing the purpose of a link in HTML in the text content of the + + a + + element + 

+              <a href="routes.html">
+                Current routes at Boulders Climbing Gym
+                </a>
+
+
+ +
+

Tests

+
+

Procedure

+ +

For each link in the content that uses this technique:

+ +
    + +
  1. Check that text of the link describes the purpose of the link
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • The above check is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G92.html b/wcag21/techniques/general/G92.html new file mode 100644 index 0000000..8d0c48d --- /dev/null +++ b/wcag21/techniques/general/G92.html @@ -0,0 +1,145 @@ + + + + + G92: Providing long description for non-text content that serves the same + purpose and presents the same information + + + + + + + + +

Providing long description for non-text content that serves the same + purpose and presents the same information +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide a long text alternative that + serves the same purpose and presents the same information as the original + non-text content when a short text alternative is not sufficient. +

+

Combined with the short text alternative, the long description should be + able to substitute for the non-text content. The short alternative + identifies the non-text content; the long alternative provides the + information. If the non-text content were removed from the page and + substituted with the short and long descriptions, the page would still + provide the same function and information. +

+

In deciding what should be in the text alternatives, the following questions + are helpful. +

+
    + +
  • Why is this non-text content here?
    • + +
  • What information is it presenting?
    • + +
  • What purpose does it fulfill?
    • + +
  • If I could not use the non-text content, what words would I use to + convey the same function and/or information? +
    • + +
+
+
+

Examples

+
+

Example 1

+

A chart showing sales for October has a short text + alternative of "October sales chart". The long description would + read "Bar Chart showing sales for October. There are 6 salespersons. + Maria is highest with 349 units. Frances is next with 301. Then + comes Juan with 256, Sue with 250, Li with 200 and Max with 195. The + primary use of the chart is to show leaders, so the description is + in sales order." +

+
+
+

Example 2

+

A line graph that shows average winter temperatures from + the past 10 years includes a short text alternative of "Average + winter temperatures 1996-2006." The long description includes the + data table that was used to generate the line graph. +

+
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Remove, hide, or mask the non-text content
    2. + +
  2. Display the long description
    3. + +
  3. Check that the long description conveys the same information + conveyed by the non-text content. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G93.html b/wcag21/techniques/general/G93.html new file mode 100644 index 0000000..ec09bfa --- /dev/null +++ b/wcag21/techniques/general/G93.html @@ -0,0 +1,112 @@ + + + + + G93: Providing open (always visible) captions + + + + + + + +

Providing open (always visible) captions

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any synchronized media technology, even ones that do not support closed captions.

+

This technique relates to:

+ +
+
+

Description

+

The objective of this technique is to provide a way for people who are deaf or otherwise + have trouble hearing the dialogue in audio visual material to be able to view the + material. With this technique all of the dialogue and important sounds are embedded + as text in the video track. As a result they are always visible and no special support + for captioning is required by the user agent. +

+

NOTE: Captions should not be confused with subtitles. Subtitles provide text of only + the dialogue and do not include important sounds. +

+
+
+

Examples

+
    + +
  • In order to ensure that everyone can view their online movies, even if users do not + know how to turn on captions in their media player, a library association puts the + captions directly into the video. +
    • + +
  • A news organization provides open captions on all of its material.
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Watch the synchronized media with closed captioning turned off.
    2. + +
  2. Check that captions (of all dialogue and important sounds) are visible.
    3. + +
+ +
+
+

Expected Results

+ +
    + +
  • #2 is true
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G94.html b/wcag21/techniques/general/G94.html new file mode 100644 index 0000000..185ea48 --- /dev/null +++ b/wcag21/techniques/general/G94.html @@ -0,0 +1,203 @@ + + + + + G94: Providing short text alternative for non-text content that serves the same purpose + and presents the same information as the non-text content + + + + + + + + +

Providing short text alternative for non-text content that serves the same purpose + and presents the same information as the non-text content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies.

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

The objective of this technique is to create a text alternative that serves the same + purpose and presents the same information as the original non-text content. As a + result, it is possible to remove the non-text content and replace it with the text + alternative and no functionality or information would be lost. This text alternative + should not necessarily describe the non-text content. It should serve the same purpose + and convey the same information. This may sometimes result in a text alternative + that looks like a description of the non-text content. But this would only be true + if that was the best way to serve the same purpose. +

+

If possible, the short text alternative should completely convey the purpose and information. + If it is not possible to do this in a short phrase or sentence, then the short text + alternative should provide a brief overview of the information. A long text alternative + would be used in addition to convey the full information. +

+

The text alternative should be able to substitute for the non-text content. If the + non-text content were removed from the page and substituted with the text, the page + would still provide the same function and information. The text alternative would + be brief but as informative as possible. +

+

In deciding what text to include in the alternative, it is often a good idea to consider + the following questions: +

+
    + +
  • Why is this non-text content here?
    • + +
  • What information is it presenting?
    • + +
  • What purpose does it fulfill?
    • + +
  • If I could not use the non-text content, what words would I use to convey the same + function and/or information? +
    • + +
+

When non-text content contains words that are important to understanding the content, + the alt text should include those words. If the text in the image is more than can + fit in a short text alternative then it should be described in the short text alternative + and a long text alternative should be provided as well with the complete text. +

+
+
+

Examples

+
    + +
  • A search button uses an image of a magnifying glass. The text alternative is "search" + and not "magnifying glass". +
    • + +
  • A picture shows how a knot is tied including arrows showing how the ropes go to make + the knot. The text alternative describes how to tie the knot, not what the picture + looks like. +
    • + +
  • A picture shows what a toy looks like from the front. The text alternative describes + a front view of the toy. +
    • + +
  • An animation shows how to change a tire. A short text alternative describes what the + animation is about. A long text alternative describes how to change a tire. +
    • + +
  • A logo of the TechTron company appears next to each product in a list that is made + by that and has a short text alternative that reads, "TechTron." +
    • + +
  • A chart showing sales for October has an short text alternative of "October sales + chart". It also has a long description that provides all of the information on the + chart. +
    • + +
  • A heading contains a picture of the words, "The History of War" in stylized text. + The alt text for the picture is "The History of War". +
    • + +
  • An image of a series of books on a shelf contains interactive areas + that provide the navigation means to a Web page about the particular book. The + text alternative "The books available to buy in this section. Select a book for + more details about that book." describes the picture and the interactive + nature. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Remove, hide, or mask the non-text content
    2. + +
  2. Replace it with the text alternative
    3. + +
  3. Check that nothing is lost (the purpose of the non-text content is met by the text + alternative) +
    4. + +
  4. If the non-text content contains words that are important to understanding the content, + the words are included in the text alternative +
    5. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #3 is true. If the non-text content contains words that are important to understanding + the content, check #4 is also true +
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G95.html b/wcag21/techniques/general/G95.html new file mode 100644 index 0000000..336cd07 --- /dev/null +++ b/wcag21/techniques/general/G95.html @@ -0,0 +1,135 @@ + + + + + G95: Providing short text alternatives that provide a brief description of + the non-text content + + + + + + + + +

Providing short text alternatives that provide a brief description of + the non-text content +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Applies to all technologies

+

This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

+
+
+

Description

+

This technique is used when the text needed to serve the same purpose and + present the same information as the original non-text content is too lengthy + or when this goal cannot be achieved with text alone. In that case this + technique is used to provide a short text alternative that briefly describes + the non-text content. (A long text alternative is then provided using + another technique such that the combination serves the same purpose and + presents the same information as the original non-text content.) +

+

In deciding what text to include in the alternative, it is often a good idea + to consider the following questions: +

+
    + +
  • Why is this non-text content here?
    • + +
  • What information is it presenting?
    • + +
  • What purpose does it fulfill?
    • + +
  • If I could not use the non-text content, what words would I use to + convey the same function and/or information? +
    • + +
+
+
+

Examples

+
    + +
  • A chart showing sales for October has an short text + alternative of "October sales chart". It also has a long + description that provides all of the information on the + chart. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +
    + +
  1. Check for the presence of a short text alternative that provides + a brief description of the non-text content. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G96.html b/wcag21/techniques/general/G96.html new file mode 100644 index 0000000..280cfab --- /dev/null +++ b/wcag21/techniques/general/G96.html @@ -0,0 +1,151 @@ + + + + + G96: Providing textual identification of items that otherwise rely only on sensory information + to be understood + + + + + + + + +

Providing textual identification of items that otherwise rely only on sensory information + to be understood +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

All technologies that present description of a content rendering to the user.

+

This technique relates to Success Criterion 1.3.3: Sensory Characteristics (Sufficient). +

+
+
+

Description

+

The objective of this technique is to ensure that items within a Web page are referenced + in the content not only by shape, size, sound or location, but also in ways that do + not depend on that sensory perception. For example, a reference may also describe + the function of the item or its label. +

+
+
+

Examples

+
+

Example 1

+

A round button is provided on a form to submit the form and move onto the next step + in a progression. The button is labeled with the text "go." The instructions state, + "to submit the form press the round button labeled + go + ". This includes both shape and textual information to locate the button. +

+
+
+

Example 2

+

Instructions for a Web page providing on-line training state, "Use the list of links + to the right with the heading, 'Class Listing' to navigate to the desired on-line + course." This description provides location as well as textual clues to help find + the correct list of links. +

+
+
+

Example 3

+

The following layout places a button in the lower right corner and indicates it by + position. An indication of the text label clarifies which button to use for users + who access a linearized version in which the position is not meaningful. + 

+              <table>
+                <tbody>
+                <tr>
+                <td colspan="2">Push the lower right [Preview] button.</td>
+                <td>
+                <span style="background: ButtonFace; color: ButtonText; border: 
+                medium outset ButtonShadow; 
+                width: 5em; display: block; font-weight: bold; text-align: center;">
+                Print</span>
+                </td>
+                </tr>
+                <tr>
+                <td>
+                <span style="background: ButtonFace; color: ButtonText; border: 
+                medium outset ButtonShadow; 
+                width: 5em; display: block; font-weight: bold; text-align: center;">
+                Cancel</span>
+                </td>
+                <td>
+                <span style="background: ButtonFace; color: ButtonText; border: 
+                medium outset ButtonShadow; 
+                width: 5em; display: block; font-weight: bold; text-align: center;">
+                OK</span>
+                </td>
+                <td>
+                <span style="background: ButtonFace; color: ButtonText; border: 
+                medium outset ButtonShadow; 
+                width: 5em; display: block; font-weight: bold; text-align: center;">
+                Preview</span>
+                </td>
+                </tr>
+                </tbody>
+                </table>
+              
+              
+
+
+
+

Tests

+
+

Procedure

+ +

Find all references in the Web page that mention the shape, size, or position of an + object. For each such item: +

+ +
    + +
  1. Check that the reference contains additional information that allows the item to be + located and identified without any knowledge of its shape, size, or relative position. +
    2. + +
+ +
+
+

Expected Results

+ +
    + +
  • Check #1 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G97.html b/wcag21/techniques/general/G97.html new file mode 100644 index 0000000..7307119 --- /dev/null +++ b/wcag21/techniques/general/G97.html @@ -0,0 +1,140 @@ + + + + + G97: Providing the first use of an abbreviation immediately before or after the expanded + form + + + + + + + + +

Providing the first use of an abbreviation immediately before or after the expanded + form +

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Any technology containing text.

+

This technique relates to Success Criterion 3.1.4: Abbreviations (Sufficient as a way to meet G102: Providing the expansion or explanation of an abbreviation). +

+
+
+

Description

+

The objective of this technique is to make the expanded form of an abbreviation available + by associating the expanded form with its abbreviation the first time it occurs within + a Web page. The expansion of any abbreviation can be found by searching the Web page + for the first use. +

+

For English, when shortening a word, phrase or name by means of an abbreviation, initialism, + acronym, or other shortened form, it is advisable to provide the full form before + providing the abbreviated form. This makes the text easier to read and is advised + by many style guides. Other languages may have different conventions. +

+

Note that some abbreviations require explanations rather than expansions. This technique + is not appropriate for such abbreviations. +

+

This technique is applied to the first occurrence of an abbreviation in a Web page. + When combining multiple resources into a single Web page, the abbreviation would be + expanded at the beginning of each resource. In this case, however, using a different + technique for providing the expanded form may be more appropriate. +

+
+
+

Examples

+
+

Example 1

+

"The United Nations High Commissioner for Human Rights (UNHCR) was established in + 1950 to provide protection and assistance to refugees." +

+

"The WAI (Web Accessibility Initiative) demonstrates the W3C commitment to accessibility."

+
+
+
+

Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+ +
+

Tests

+
+

Procedure

+ +

For each abbreviation in the content,

+ +
    + +
  1. Search for the first use of that abbreviation in the authored component.
    2. + +
  2. Check that the first use is immediately preceded or followed by the expanded form + of the abbreviation. +
    3. + +
  3. Check that the expanded form is the correct expanded form for the use of the abbreviation.
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Checks #2 and #3 are true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G98.html b/wcag21/techniques/general/G98.html new file mode 100644 index 0000000..5a76918 --- /dev/null +++ b/wcag21/techniques/general/G98.html @@ -0,0 +1,157 @@ + + + + + G98: Providing the ability for the user to review and correct answers before submitting + + + + + + + +

Providing the ability for the user to review and correct answers before submitting

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Sites that collect data from users that is specific to the moment it is submitted, + such as test data, and cannot be changed once it is submitted. +

+

This technique relates to Success Criterion 3.3.4: Error Prevention (Legal, Financial, Data) (Sufficient). +

+
+
+

Description

+

The objective of this technique is to provide users with a way to ensure their input + is correct before completing an irreversible transaction. Testing, financial, and + legal applications permit transactions to occur which cannot be "undone". It is therefore + important that there be no errors in the data submission, as the user will not have + the opportunity to correct the error once the transaction has been committed. +

+

On a simple, 1-page form this is easy because the user can review the form before + submitting. On a form that spans multiple Web pages, however, data is collected from + the user in multiple steps before the transaction is committed. The user may not recall + all of the data that was entered in previous steps before the step which commits the + transaction. +

+

One approach is to cache the results of each individual step and allow the user to + navigate back and forth at will to review all data entered. Another approach is to + provide a summary of all data collected in all steps for the user to review prior + to the final commitment of the transaction. +

+

Before the final step that commits the transaction to occur, instructions are provided + to prompt the user to review the data entered and confirm. Once the user confirms, + the transaction is completed. +

+
+
+

Examples

+
    + +
  • + +

    An online banking application provides multiple steps to complete a transfer of funds + between accounts as follows: +

    + +
      + +
    1. Select "transfer from" account
      2. + +
    2. Select "transfer to" account
      3. + +
    3. Enter transfer amount
      4. + +
    + +

    A summary of the transaction is provided showing the from and to accounts and the + transfer amount. The user can select a button to either complete the transaction or + cancel it. +

    + +
    • + +
  • A testing application provides multiple pages of questions. At any time, the user + can choose to return to previously completed sections to review and change answers. + A final page is displayed providing buttons to either submit the test answers or review + answers. +
    • + +
+
+ +
+

Tests

+
+

Procedure

+ +

In a testing application or one that causes financial or legal transactions to occur + and that also collects data from users in multiple steps: +

+ +
    + +
  1. Check that the user is prompted to review and confirm data.
    2. + +
  2. If user data are collected in multiple steps, the user is allowed to return to previous + steps to review and change data. +
    3. + +
  3. Determine if a summary of all data input by the user is provided before the transaction + is committed and a method is provided to correct errors if necessary. +
    4. + +
+ +
+
+

Expected Results

+ +
    + +
  • Either #2 or #3 is true.
    • + +
+ +
+
+
+ + \ No newline at end of file diff --git a/wcag21/techniques/general/G99.html b/wcag21/techniques/general/G99.html new file mode 100644 index 0000000..4f7d2b9 --- /dev/null +++ b/wcag21/techniques/general/G99.html @@ -0,0 +1,104 @@ + + + + + G99: Providing the ability to recover deleted information + + + + + + + +

Providing the ability to recover deleted information

+
+

Important Information about Techniques

+

See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

+
+
+
+

Applicability

+

Content where user actions cause content to be deleted.

+

This technique relates to Success Criterion 3.3.4: Error Prevention (Legal, Financial, Data) (Sufficient). +

+
+
+

Description

+

When a Web application provides the capability of deleting information, the server + can provide a means to recover information that was deleted in error by a user. One + approach is to delay deleting the data by merely marking it for deletion or moving + it to a holding area (such as a trash can) and waiting some period of time before + actually deleting it. During this time period, the user can request that the data + be restored or can retrieve it from the holding area. Another approach is to record + all delete transactions in such a way that data can be restored if requested by the + user, such as in the edit history stored by wikis and source control applications.The + retrievable information that is stored should be that which would be needed to correct + the transaction. +

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Examples

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  • A Web application allows users to set up folders and store data within them. Each + folder and data item is accompanied by a checkbox to mark it for action, and two buttons, + one to move and one to delete. If the user selects the delete button by mistake, large + amounts of data could be lost. The application presents the data as deleted to the + user right away, but schedules it for actual deletion in one week. During the week, + the user may go into a "deleted items" folder and request any folder or data item + awaiting actual deletion to be restored. +
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Tests

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Procedure

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    + +
  1. Identify functionality that allows deleting content
    2. + +
  2. Delete content and attempt to recover it.
    3. + +
  3. Check if deleted information can be recovered.
    4. + +
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Expected Results

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  • #3 is true.
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    Combining adjacent image and text links for the same resource

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML4, HTML5, and XHTML documents that contain links.

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    This objective of this technique is to provide both text and iconic representations + of links without making the web page more confusing or difficult for keyboard users + or assistive technology users. Since different users finding text and icons more usable, + providing both can improve the accessibility of the link. +

    +

    Many links have both a text and iconic representation adjacent to each other, but + rendered in separate a elements. Visually they appear to be a single link, but many users encounter them + as adjacent identical links. For a keyboard user, it is tedious to navigate through + redundant links. For users of assistive technologies, it can be confusing to encounter + successive identical links. When the text alternative for the icon is a duplicate + of the link text, it is repetitive as screen readers read the description twice. +

    +

    If the author omitted alternative text from the link image, it would fail Success Criterion 1.1.1 because the + text alternative would not serve the same purpose as the graphical link. +

    +

    This technique provides such links by putting the text and image together in one a element and providing null alternative text on the image to eliminate duplication + of text. In this way, both representations of the link are provided, but keyboard + users only encounter one link and assistive technology that provides users with link + lists for a web page do not include duplicate links. +

    +

    Sometimes the text and the icon link are rendered in separate, adjacent table cells + to + facilitate page layout. Although WCAG 2 does not prohibit the use of layout tables, + CSS-based layouts are recommended in order to retain the defined semantic meaning + of the + HTML table elements and to conform to the coding practice of separating presentation + from content. If CSS is used, this technique can be applied to combine the links. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    The icon and text are contained in the same a element. (HTML4 / HTML5) + 

     <a href="products.html">
+   <img src="icon.gif" alt="">
+   Products page
+ </a>
    +
    +

    Example 2

    +

    A link contains an icon and text, and the site help refers to the icon. The + img has a text alternative which is the name used for the icon in the + site help, which describes clicking the home page icon. (HTML4 / HTML5) + 

    <a href="home.html">
+  <img src="house.gif" alt="home page icon">
+  Go to the home page
+</a>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each a applying this technique: +

    + +
      + +
    1. Check that every img element contained within the a element has a null value set for its alt attribute. +
      2. + +
    2. Check that the a element contains an img element that has either a null alt attribute value or a value that supplements the link text and describes the image +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All checks above are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H24.html b/wcag21/techniques/html/H24.html new file mode 100644 index 0000000..4d7552c --- /dev/null +++ b/wcag21/techniques/html/H24.html @@ -0,0 +1,147 @@ + + + + + H24: Providing text alternatives for the area elements of image maps + + + + + + + +

    Providing text alternatives for the area elements of image maps +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML Documents that contain area elements. +

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to provide text alternatives that serve the same + purpose as the selectable regions of an image map. An image map is an image divided + into + selectable regions defined by area elements. Each area is a link to another + Web page or another part of the current Web page. The alt attribute of each + area element serves the same purpose as the selectable area of the + image. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    This example uses the alt attribute of the area element + to provide text that describes the purpose of the image map areas. + 

    <img src="welcome.gif" usemap="#map1" 
+    alt="Areas in the library. Select an area for
+more information on that area." /> 
+<map id="map1" name="map1">
+  <area shape="rect" coords="0,0,30,30"
+    href="reference.html" alt="Reference" />
+  <area shape="rect" coords="34,34,100,100"
+    href="media.html" alt="Audio visual lab" />
+</map>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each area element in an image map: +

    + +
      + +
    1. Check that the area element has an alt attribute. +
      2. + +
    2. Check that the text alternative specified by the alt attribute serves the same + purpose as the part of image map image referenced by the area element + of the imagemap. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • The above checks are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H25.html b/wcag21/techniques/html/H25.html new file mode 100644 index 0000000..98011b6 --- /dev/null +++ b/wcag21/techniques/html/H25.html @@ -0,0 +1,127 @@ + + + + + H25: Providing a title using the title element + + + + + + + +

    Providing a title using the title element

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 2.4.2: Page Titled (Sufficient as a way to meet G88: Providing descriptive titles for Web pages). +

    +
    +
    +

    Description

    +

    All HTML and XHTML documents, including those in individual frames in + a frameset, have a title element in the head section that + defines in a simple phrase the purpose of the document. This helps users to orient + themselves within the site quickly without having to search for orientation information + in the body of the page. +

    +

    Note that the (mandatory) title element, which only appears once in a + document, is different from the title attribute, which may be applied to + almost every HTML and XHTML element. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    This example defines a document's title.

    <html xmlns="http://www.w3.org/1999/xhtml">   
+   <head>     
+      <title>The World Wide Web Consortium</title>     
+   </head>   
+   <body>     
+      ...   
+   </body> 
+</html>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Examine the source code of the HTML or XHTML document and check that a non-empty + title element appears in the head section. +
      2. + +
    2. Check that the title element describes the document. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks 1 and 2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H28.html b/wcag21/techniques/html/H28.html new file mode 100644 index 0000000..51448fe --- /dev/null +++ b/wcag21/techniques/html/H28.html @@ -0,0 +1,138 @@ + + + + + H28: Providing definitions for abbreviations by using the abbr element + + + + + + + +

    Providing definitions for abbreviations by using the abbr element

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 3.1.4: Abbreviations (Sufficient as a way to meet G102: Providing the expansion or explanation of an abbreviation). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide expansions or definitions for + abbreviations by using the abbr element +

    +

    It is always appropriate to use the abbr element for any abbreviation, + including acronyms and initialisms. When using HTML 4 and XHTML, + initialisms and acronyms may be marked up using the acronym element. + In HTML5 and newer versions of HTML the acronym element was marked as obsolete in favor of the more general + abbr element. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Using abbr element to expand abbreviations. + 

    <p>Sugar is commonly sold in 5 <abbr title="pound">lb.</abbr> bags.</p>
+<p>Welcome to the <abbr title="World Wide Web">WWW</abbr>!</p>
    +
    +

    Example 2: Using abbr element to define abbreviations. + 

    <p>Tasini <abbr title="and others">et al.</abbr> <abbr title="versus">v.</abbr>
+The New York Times <abbr title="and others">et al.</abbr> is the landmark lawsuit 
+brought by members of the National Writers Union against ......</p>
    +
    +

    Example 3: Using the abbr element to expand an acronym + 

     <p>The use of <abbr title="Keep It Simple Stupid">KISS</abbr> became popular in ...</p>        
+
    +
    +

    Example 4: Using the abbr element to expand an initialism + 

     <p><abbr title="World Wide Web">WWW</abbr></p>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that an expansion or definition is provided for each abbreviation via + abbr. +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H30.html b/wcag21/techniques/html/H30.html new file mode 100644 index 0000000..a6d1f64 --- /dev/null +++ b/wcag21/techniques/html/H30.html @@ -0,0 +1,229 @@ + + + + + H30: Providing link text that describes the purpose of a link for anchor elements + + + + + + + +

    Providing link text that describes the purpose of a link for anchor elements

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML documents that contain links, (<a + href> elements) +

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to describe the purpose of a link by providing + descriptive text as the content of the a element. The description lets a + user distinguish this link from other links in the Web page and helps the user determine + whether to follow the link. The URI of the destination is generally not sufficiently + descriptive. +

    +

    When an image is the only content of a link, the text alternative for the image + describes the unique function of the link. +

    +

    When the content of a link contains both text and one or more images, if the text + is + sufficient to describe the purpose of the link, the images may have an empty text + alternative. (See H67: Using null alt text and no title attribute on img elements for images that AT should + ignore.) + When the images convey information beyond the purpose of the link, they must also + have + appropriate alt text. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    Describing the purpose of a link in HTML in the text content of the a + element. + 

    <a href="routes.html">
+  Current routes at Boulders Climbing Gym
+</a>
    +
    +

    Example 2

    +

    Using the alt attribute for the img element to describe + the purpose of a graphical link. + 

    <a href="routes.html">
+   <img src="topo.gif" alt="Current routes at Boulders Climbing Gym" /> 
+</a>
    +
    +

    Example 3

    +

    Using an empty alt attribute when the anchor (a) element contains text + that describes the purpose of the link in addition to the img element. + Note that the link text will appear on the page next to the image. + 

    <a href="routes.html">
+  <img src="topo.gif" alt="" />
+  Current routes at Boulders Climbing Gym
+</a>
    +
    +

    Example 4

    +

    A site allows users to provide feedback on products, when the user is logged in, by + clicking on the "Feedback" link in a product detail page. Other users or the product + manufacturer are able to provide a response to any feedback. The feedback link displays + an icon before the "Feedback" text when a response to the user's feedback is available. + The help information describes this icon as a talking bubble containing quotation + marks and includes the icon itself as an example. The icon's text alternative in the + help text is "Response received icon". The same text alternative is used in the product + detail pages (when a response is available) to allow identification of this icon through + multiple modalities. + 

    <a href="prod_123_feedback.htm">Feedback 
+         <img src="response.gif" width="15" height="15" alt="Response received icon" /></a>
    +
    +

    Example 5

    +

    A link contains text and an icon, and the icon provides additional information about + the target. + 

    <a href="WMFP.pdf">
+Woodend Music Festival Program
+<img src="pdficon.gif" alt="PDF format"/>
+</a>
    +
    +

    Example 6

    +

    The “MyCorp” company’s annual report is made available on the corporate + website as a PDF file, and the annual corporate budget is made available as an + Excel file on the web site. +

    +
    +
    Note
    +
    + +

    Many users prefer to know the file type when opening a file that results in opening + a new application to view the file, so it is often regarded as useful to include this + additional information. However, this is not required for compliance with this success + criterion. +

    + +
    + 
    <p>
+<a href=”2009mycorp_report.pdf”>MyCorp 2009 Annual Report (pdf)</a><br />
+<a href=”2009mycorp_budget.xls”>MyCorp 2009 Annual Budget (Excel)</a>
+</p>
    +
    +

    Example 7

    +

    Using a link to wrap block level elements in HTML5.

    <article>
+<a href="news.html">
+<h3>Budget Debate Continues in Parliament</h3>
+<p class="subhead"><img class="alertimg" src="alerticon.png" alt="Breaking News" height="30" width="30">Members of Parliament continued vigorous debate on three challenging issues surrounding the upcoming year's budget.</p>
+<p>Read more</p>
+</a>
+</article>

    This is shown in the working example of using a link to wrap block level elements. + +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each link in the content that uses this technique:

    + +
      + +
    1. Check that text or a text alternative for non-text content is included in the + a element +
      2. + +
    2. If an img element is the only content of the a element, + check that its text alternative describes the purpose of the link +
      3. + +
    3. If the a element contains one or more img element(s) + and the text alternative of the img element(s) is empty, check that + the text of the link describes the purpose of the link +
      4. + +
    4. If the a element only contains text, check that the text describes + the purpose of the link +
      5. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • The above checks are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H32.html b/wcag21/techniques/html/H32.html new file mode 100644 index 0000000..75ebd8b --- /dev/null +++ b/wcag21/techniques/html/H32.html @@ -0,0 +1,136 @@ + + + + + H32: Providing submit buttons + + + + + + + +

    Providing submit buttons

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Content that includes form controls.

    +

    This technique relates to Success Criterion 3.2.2: On Input (Sufficient as a way to meet G80: Providing a submit button to initiate a change of context). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide a mechanism that allows users to + explicitly request changes of context. The intended use of a submit button is to + generate an HTTP request that submits data entered in a form, so it is an appropriate + control to use for causing a change of context. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    This is a basic example of a form with a submit button.

    +<form action="http://www.example.com/cgi/subscribe/" method="post"><br /> 
+ <p>Enter your e-mail address to subscribe to our mailing list.</p><br /> 
+ <label for="address">Enter email address:</label><input type="text" 
+ id="address" name="address" /> 
+ <input type="submit" value="Subscribe" /><br /> 
+</form>
    +
    +

    Example 2

    +

    The following example uses a server-side script (specified in the + action attribute) that redirects the user to the requested page. + 

     <form action="http://www.example.com/cgi/redirect/" method="get"><br /> 
+    <p>Navigate the site.</p><br /> 
+    <select name="dest"><br /> 
+      <option value="/index.html">Home</option/><br /> 
+      <option value="/blog/index.html">My blog</option/><br /> 
+      <option value="/tutorials/index.html">Tutorials</option/><br /> 
+      <option value="/search.html">Search</option/><br /> 
+    </select><br /> 
+  <input type="submit" value="Go to Page" /><br /> 
+  </form>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Find all forms in the content
      2. + +
    2. For each form, check that it has a submit button (input type="submit", input type="image", + or button type="submit") +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #2 is true
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H33.html b/wcag21/techniques/html/H33.html new file mode 100644 index 0000000..85c4bc1 --- /dev/null +++ b/wcag21/techniques/html/H33.html @@ -0,0 +1,128 @@ + + + + + H33: Supplementing link text with the title attribute + + + + + + + +

    Supplementing link text with the title attribute

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to demonstrate how to use a title + attribute on an anchor element to provide additional text describing a link. The + title attribute is used to provide additional information to help clarify + or further describe the purpose of a link. If the supplementary information provided + through the title attribute is something the user should know before + following the link, such as a warning, then it should be provided in the link text + rather than in the title attribute. +

    +

    Because of the extensive user agent limitations in supporting access to the title + attribute, authors should use caution in applying this technique. For this reason, + it is preferred that the author use technique C7: Using CSS to hide a portion of the link text or H30: Providing link text that describes the purpose of a link for anchor elements. +

    +
    +
    +

    Examples

    + +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    Examine the source code for anchor elements.

    + +
      + +
    1. For each anchor element that has a title attribute, check that the + title attribute together with the link text describes the purpose + of the link. +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H34.html b/wcag21/techniques/html/H34.html new file mode 100644 index 0000000..ffabd63 --- /dev/null +++ b/wcag21/techniques/html/H34.html @@ -0,0 +1,176 @@ + + + + + H34: Using a Unicode right-to-left mark (RLM) or left-to-right mark (LRM) to mix text + direction inline + + + + + + + + +

    Using a Unicode right-to-left mark (RLM) or left-to-right mark (LRM) to mix text + direction inline +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 1.3.2: Meaningful Sequence (Sufficient as a way to meet G57: Ordering the content in a meaningful sequence). +

    +
    +
    +

    Description

    +

    The objective of this technique is to use Unicode right-to-left marks and left-to-right + marks to override the HTML bidirectional algorithm when it produces undesirable results. + This may be necessary, for instance, when placing neutral characters such as spaces + or + punctuation between different directional text runs. The concepts used in this technique + are described in What you need to + know about the bidi algorithm and inline markup. +

    +

    Unicode right-to-left marks and left-to-right marks can be entered directly or by + means of character entities or numeric character references, as shown here. +

    +
      + +
    • left-to-right mark: &lrm; or &#x200e; (U+200E)
      • + +
    • right-to-left mark: &rlm; or &#x200f; (U+200F)
      • + +
    +

    Due to the bidi algorithm, a source code editor + may not display character entities or numeric + character references as expected. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    This example shows an Arabic phrase in the middle of an English sentence. The exclamation + point is part of the Arabic phrase and should appear on its left. Because it is between + an Arabic and Latin character and the overall paragraph direction is LTR, the bidirectional + algorithm positions the exclamation mark to the right of the Arabic phrase. +

    +

    The title is "مفتاح معايير الويب!" in Arabic. +

    +

    Visually-ordered ASCII version (RTL text in uppercase, LTR in lower):

    +

    the title is "HCTIWS SDRADNATS BEW!" in arabic.

    +

    Inserting a Unicode right-to-left mark in the code immediately after the exclamation + mark positions it correctly when you view the displayed text (see below). You can + use a character escape or the (invisible) control character to insert the right-to-left + mark. +

    +

    The title is "مفتاح معايير الويب!‏" in Arabic. +

    +

    Visually-ordered ASCII version:

    +

    the title is "!HCTIWS SDRADNATS BEW" in arabic.

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Examine the source for places where text changes direction.
      2. + +
    2. When text changes direction, check whether neutral characters such as spaces or + punctuation occur adjacent to text that is rendered in the non-default + direction. +
      3. + +
    3. When #2 is true and the HTML bidirectional algorithm would produce the wrong + placement of the neutral characters, check whether the neutral characters are + followed by Unicode right-to-left or left-to-right marks that cause neutral + characters to be placed as part of the preceding characters. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #3 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H35.html b/wcag21/techniques/html/H35.html new file mode 100644 index 0000000..a96d98f --- /dev/null +++ b/wcag21/techniques/html/H35.html @@ -0,0 +1,108 @@ + + + + + H35: Providing text alternatives on applet elements + + + + + + + +

    Providing text alternatives on applet elements +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML Documents that load Java applets where applet is not deprecated. + +

    +

    This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

    +
    +
    +

    Description

    +

    Provide a text alternative for an applet by using the alt attribute to label an applet + and providing the text alternative in the body of the applet element. In this technique, + both mechanisms + are required due to the varying support of the alt attribute and applet body text by + user agents. +

    +
    +
    +

    Examples

    +
    +

    Example 1: An applet to play the tic-tac-toe game. 

    <applet code="tictactoe.class" width="250" height="250" alt="tic-tac-toe game">
+   tic-tac-toe game
+</applet>
    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. View the source code of the applet element
      2. + +
    2. Check that the applet element contains an alt attribute with a text alternative + for the applet +
      3. + +
    3. Check that the applet element contains a text alternative for the applet in the + body of the applet element +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #2 and #3 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H36.html b/wcag21/techniques/html/H36.html new file mode 100644 index 0000000..b8c2d3a --- /dev/null +++ b/wcag21/techniques/html/H36.html @@ -0,0 +1,114 @@ + + + + + H36: Using alt attributes on images used as submit buttons + + + + + + + +

    Using alt attributes on images used as submit buttons +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Applies to content using image-based submit buttons.

    +

    This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

    +
    +
    +

    Description

    +

    For input elements of type 'image', the alt attribute of the + input element is used to provide a functional label. This label indicates + the button's function, but does not attempt to describe the image. The label is + especially important if there are multiple submit buttons on the page that each lead + to + different results. +

    +

    The input element is used to create many kinds of form controls. Although + the HTML and XHTML DTDs permits the alt attribute on all of these, it should be used + only on image submit buttons. User agent support for this attribute on other types + of + form controls is not well defined, and other mechanisms are used to label these + controls. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    An input element with an alt attribute + 

    <form action="http://example.com/prog/text-read" method="post">
+  <input type="image" name="submit" src="button.gif" alt="Submit" />
+</form>
    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. For all input elements that have a type attribute value of "image", check for + the presence of an alt attribute. +
      2. + +
    2. Check that the alt attribute indicates the + button's function. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 and #2 are true
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H37.html b/wcag21/techniques/html/H37.html new file mode 100644 index 0000000..aaafd44 --- /dev/null +++ b/wcag21/techniques/html/H37.html @@ -0,0 +1,142 @@ + + + + + H37: Using alt attributes on img elements + + + + + + + +

    Using alt attributes on img elements +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Images used within HTML documents.

    +

    This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

    +
    +
    +

    Description

    +

    When using the img element, specify a short text alternative with the + alt attribute. Note. The value of this attribute is referred to as "alt + text". +

    +

    When an image contains words that are important to understanding the content, the + alt + text should include those words. This will allow the alt text to play the same function + on the page as the image. Note that it does not necessarily describe the visual + characteristics of the image itself but must convey the same meaning as the image. + +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    An image on a Website provides a link to a free newsletter. The image contains the + text "Free newsletter. Get free recipes, news, and more. Learn more." The alt text + matches the text in the image. + 

    <img src="newsletter.gif" alt="Free newsletter. 
+   Get free recipes, news, and more. Learn more." />
    +
    +

    Example 2

    +

    An image on a Web site depicts the floor plan of a building. The image is an + image map with each room an interactive map area. The alt text is "The + building's floor plan. Select a room for more information about the purpose or + content of the room." The instruction to "select a room" indicates that the + image is interactive. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    +

    + HTML 4.01 IMG + element + +

    +

    + HTML 4.01 alt + attribute + +

    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Examine each img element in the content +
      2. + +
    2. Check that each img element which conveys meaning contains an + alt attribute. +
      3. + +
    3. If the image contains words that are important to understanding the content, the + words are included in the text alternative. +
      4. + +
    + +
    +
    +

    Expected Results

    + +

    Checks #2 and #3 are true.

    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H39.html b/wcag21/techniques/html/H39.html new file mode 100644 index 0000000..d4aa2fe --- /dev/null +++ b/wcag21/techniques/html/H39.html @@ -0,0 +1,139 @@ + + + + + H39: Using caption elements to associate data table captions with data tables + + + + + + + +

    Using caption elements to associate data table captions with data tables

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML data tables

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to programmatically associate captions for data + tables where captions are provided in the presentation. The caption for a table is + a + table identifier and acts like a title or heading for the table. +

    +

    The caption element is the appropriate markup for such text and it ensures + that the table identifier remains associated with the table, including visually (by + default). In addition, using the caption element allows screen reading software + to navigate directly to the caption for a table if one is present. +

    +
    +
    Note
    +
    + +

    Although WCAG 2.0 does not prohibit the use of layout tables, CSS-based layouts are + recommended in order to retain the defined semantic meaning of the HTML + table elements and to conform to the coding practice of separating + presentation from content. If a table is used for layout, the caption element + is not used. The purpose of a layout table is simply to control the placement of + content; the table itself is “transparent" to the user. A caption would "break" + this transparency by calling attention to the table. See F46: Failure of Success Criterion 1.3.1 due to using th elements, layout tables for details.. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1: An appointment calendar with a caption + + 

    <table>
+<caption>Schedule for the week of March 6</caption>
+...</table>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each data table:

    + +
      + +
    1. Check that the table has content that is presented as a table caption.
      2. + +
    2. Check that the table includes a caption element. +
      3. + +
    3. Check that the content of the caption element identifies the table. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1-3 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H4.html b/wcag21/techniques/html/H4.html new file mode 100644 index 0000000..2041581 --- /dev/null +++ b/wcag21/techniques/html/H4.html @@ -0,0 +1,202 @@ + + + + + H4: Creating a logical tab order through links, form controls, and objects + + + + + + + +

    Creating a logical tab order through links, form controls, and objects

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique is not referenced from any Understanding document.

    +
    +
    +

    Description

    +

    The objective of this technique is to provide a logical tab order when the default + tab + order does not suffice. Often, G59: Placing the interactive elements in an order that follows sequences and relationships + within the content is sufficient and this technique is not necessary. It can be very easy + to introduce usability bugs when setting the tab order explicitly. +

    +

    In some cases, the author may want to specify a tab order that follows relationships + in + the content without following the order of the interactive elements in the code. In + these cases, an alternative order can be specified using the tabindex + attribute of the interactive element. The tabindex is given a value between + 0 and 32767. +

    +

    When the interactive elements are navigated using the tab key, the elements are given + focus in increasing order of the value of their tabindex attribute. + Elements that have a tabindex value higher than zero will receive focus + before elements without a tabindex or a tabindex of 0. After + all of the elements with a tabindex higher than 0 have received focus, the rest of + the + interactive elements are given focus in the order in which they appear in the Web + page. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    A genealogical search form searches for marriage records. The search form includes + several input fields for the bride and the groom. The form is marked up using a data + table that includes the fields of the groom in the first column and the fields of + the bride in the second column. The order in the content is row by row but the + author feels it is more logical to navigate the form column by column. This way, all + the groom's criteria can be filled in before moving on to the bride's criteria. The + tabindex attributes of the input fields are used to specify a tab + order that navigates column by column. + 

    <form action="#" method="post">
+ <table summary="the first column contains the search criteria 
+  of the groom, the second column the search criteria of 
+  of the bride">
+ <caption>Search for marriage records</caption>
+ <tr>
+   <th>Search criteria</th>
+   <th>Groom</th>
+   <th>Bride</th>
+ </tr>
+ <tr>
+  <th>First name</th>
+  <td><input type="text" size="30" value="" name="groomfirst" 
+      title="First name of the groom" tabindex="1"></td>
+  <td><input type="text" size="30" value="" name="bridefirst" 
+       title="First name of the bride" tabindex="4"></td>
+ </tr>
+ <tr>
+  <th>Last name</th>
+  <td><input type="text" size="30" value="" name="groomlast" 
+      title="Last name of the groom" tabindex="2"></td>
+  <td><input type="text" size="30" value="" name="bridelast" 
+      title="Last name of the bride" tabindex="5"></td>
+ </tr>
+ <tr>
+  <th>Place of birth</th>
+  <td><input type="text" size="30" value="" name="groombirth" 
+      title="Place of birth of the groom" tabindex="3"></td>
+  <td><input type="text" size="30" value="" name="bridebirth" 
+      title="Place of birth of the bride" tabindex="6"></td>
+ </tr>
+</table>
+</form>
    +
    +

    Example 2

    +

    A Web page contains a search field in the upper right corner. The field is given + tabindex="1" so that it will occur first in the tab order, even though it is not + first in the content order. +

    +
    +
    +

    Example 3

    +

    + Tabindex values need not be sequential nor must they begin with any + particular value. The values do not have to be unique. Elements that have identical + tabindex values are navigated in the order they appear in the + character stream. +

    +

    In sections of the content where the tab order follows the content order, it can be + less error prone to give all elements the same tabindex value rather than specifying + a different number for each element. Then it is easy to rearrange those elements or + add new elements and maintain a logical tab order. + 

     <a href="xxx" tabindex = "1">First link in list</a>
+<a href="xxx" tabindex = "1">Second link in list</a>
+<a href="xxx" tabindex = "1">Link that was added long 
+  after the original list was created</a>
+<a href="xxx" tabindex = "1">Third link in list</a>
+  ...
+<a href="xxx" tabindex = "1">Twentieth link in list</a>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check if tabindex is used +
      2. + +
    2. If tabindex is used, check that the tab order specified by the + tabindex attributes follows relationships in the content. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #2 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H40.html b/wcag21/techniques/html/H40.html new file mode 100644 index 0000000..2707fe4 --- /dev/null +++ b/wcag21/techniques/html/H40.html @@ -0,0 +1,168 @@ + + + + + H40: Using description lists + + + + + + + +

    Using description lists

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 3.1.3: Unusual Words (Sufficient as a way to meet G55: Linking to definitions). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide the description of names or terms by + presenting them in a description list. The list is marked up using the dl + element. Within the list, each term is put in a separate dt element, and + its description goes in the dd element directly following it. Multiple terms can be associated with a single description, + as can a single term with multiple descriptions, provided that semantic sequence is + maintained. The + title attribute can be used to provide additional information about the + description list. Usage of description lists ensures that terms and their descriptions + are semantically related even as presentation format changes, as well as ensuring + that these terms and descriptions are semantically grouped as a unit. +

    +

    Description lists are easiest to use when the descriptions are ordered alphabetically. + A common use for description lists is a glossary of terms. +

    +
    +
    Note
    +
    +

    In HTML5 the name "Description list" was introduced. In previous versions these lists + were referred to as "Definition lists". +

    +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    A list of descriptions of nautical terms used on a Website about sailing.

    <dl title="Nautical terms">
+  <dt>Knot</dt>
+  <dd>
+    <p>A <em>knot</em> is a unit of speed equaling 1 
+      nautical mile per hour (1.15 miles per hour or 1.852 
+      kilometers per hour).</p>
+  </dd>
+  <dt>Port</dt>
+  <dd>
+    <p><em>Port</em> is the nautical term (used on 
+      boats and ships) that refers to the left side
+      of a ship, as perceived by a person facing towards 
+      the bow (the front of the vessel).</p>
+  </dd>
+  <dt>Starboard</dt>
+  <dd>
+    <p><em>Starboard</em> is the nautical term (used 
+      on boats and ships) that refers to the right 
+      side of a vessel, as perceived by a person 
+      facing towards the bow (the front of the vessel).</p>
+  </dd>
+</dl>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For any set of terms and their associated descriptions:

    + +
      + +
    1. Check that the list is contained within a dl element. +
      2. + +
    2. Check that each term in the list being described is contained within a dt + element. +
      3. + +
    3. Check that when there is more than one term that shares the same decription that the + dt elements immediately follow each other. +
      4. + +
    4. Check that the description for each term is contained in one or more dd elements. +
      5. + +
    5. Check that the one or more dd elements immediately follow the one or more dt elements containing the term being described. +
      6. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All checks above are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H42.html b/wcag21/techniques/html/H42.html new file mode 100644 index 0000000..7d8c8d8 --- /dev/null +++ b/wcag21/techniques/html/H42.html @@ -0,0 +1,205 @@ + + + + + H42: Using h1-h6 to identify headings + + + + + + + +

    Using h1-h6 to identify headings

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to use HTML and XHTML heading markup to provide + semantic code for headings in the content. Heading markup will allow assistive technologies + to present the heading status of text to a user. A screen reader can recognize the + code and announce the text as a heading with its level, beep or provide some other + auditory indicator. Screen readers are also able to navigate heading markup which + can be an effective way for screen reader users to more quickly find the content of + interest. Assistive technologies that alter the authored visual display will also + be able to provide an appropriate alternate visual display for headings that can be + identified by heading markup. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Hierarchical Heading Organization

    +

    In the following example, headings are used in a hierarchical layout with h3 as a subsection of h2, which is a subsection of h1. + 

    <h1>Plant Foods that Humans Eat</h1>
+<p>There are an abundant number of plants that humans eat...</p>
+<h2>Fruit</h2>
+<p> A fruit is a structure of a plant that contains its
+  seeds...</p>
+<h3>Apple</h3>
+<p>The apple is the pomaceous fruit of the apple tree...</p>
+<h3>Orange</h3>
+<p>The orange is a hybrid of ancient cultivated origin...</p>
+<h3>Banana</h3>
+<p>Banana is the common name for herbaceous plants ...</p>
+<h2>Vegetables</h2>
+<p>A vegetable is an edible plant or part of a plant other than a
+  sweet fruit ...</p>
+<h3>Broccoli</h3>
+<p>Broccoli is a plant of the mustard/cabbage family ... </p>
+<h3>Brussels sprouts</h3>
+<p>The Brussels sprout of the Brassicaceae family, is a Cultivar
+  group of wild cabbage ...</p>
+<h3>Green beans</h3>
+<p>Green beans have been bred for the fleshiness, flavor, or
+  sweetness of their pods...</p>
    +
    +

    Example 2: Headings in a 3-column layout

    +

    In this example, the main content of the page is in the middle column of a 3-column + page. The title of the main content matches the title of the page, and is marked as + h1, even though it is not the first thing on the page. The content in + the first and third columns is less important, and marked with h2. +

    +
    +
    Note
    +
    + +

    It is important to note that the example code below is not intended to prescribe + what level of heading should be used for a particular section of the web page. In + the example, the layout could be presented with the first heading in each column at + the same logical level (such as an h1), or as found in the example, where the logical + level reflects its importance in relation to the main content. +

    + +
    + 
    <head>
+ <title>Stock Market Up Today</title>
+ </head>
+
+ <body>
+
+ <!-- left nav -->
+ <div class="left-nav">
+ <h2>Site Navigation</h2>
+ <!-- content here -->
+ </div>
+
+ <!-- main contents -->
+ <div class="main">
+ <h1>Stock Market up today</h1>
+ <!-- article text here -->
+ </div>
+
+ <!-- right panel -->
+ <div class="left-nav">
+ <h2>Related links</h2>
+ <!-- content here -->
+ </div>
+ </body>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that heading markup is used when content is a heading and the heading markup + indicates the appropriate heading level for the content. +
      2. + +
    2. Check that heading markup is not used when content is not a heading.
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H43.html b/wcag21/techniques/html/H43.html new file mode 100644 index 0000000..24ff379 --- /dev/null +++ b/wcag21/techniques/html/H43.html @@ -0,0 +1,195 @@ + + + + + H43: Using id and headers attributes to associate data cells with header cells in + data tables + + + + + + + + +

    Using id and headers attributes to associate data cells with header cells in + data tables +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to associate each data cell (in a data table) with + the appropriate headers. This technique adds a headers attribute to each + data cell (td element). It also adds an id attribute to any + cell used as a header for other cells. The headers attribute of a cell + contains a list of the id attributes of the associated header cells. If + there is more than one id, they are separated by spaces. +

    +

    This technique is used when data cells are associated with more than one row and/or + one + column header. This allows screen readers to speak the headers associated with each + data + cell when the relationships are too complex to be identified using the th + element alone or the th element with the scope attribute. + Using this technique also makes these complex relationships perceivable when the + presentation format changes. +

    +

    This technique is not recommended for layout tables since its use implies a + relationship between cells that is not meaningful when tables are used for layout. +

    +
    +
    +

    Examples

    +
    +

    Example 1: A table with multiple rows of headers

    <table>
+   <tr>
+     <th rowspan="2" id="h">Homework</th>
+     <th colspan="3" id="e">Exams</th>
+     <th colspan="3" id="p">Projects</th>
+   </tr>
+   <tr>
+     <th id="e1" headers="e">1</th>
+     <th id="e2" headers="e">2</th>
+     <th id="ef" headers="e">Final</th>
+     <th id="p1" headers="p">1</th>
+     <th id="p2" headers="p">2</th>
+     <th id="pf" headers="p">Final</th>
+   </tr>
+   <tr>
+    <td headers="h">15%</td>
+    <td headers="e e1">15%</td>
+    <td headers="e e2">15%</td>
+    <td headers="e ef">20%</td>
+    <td headers="p p1">10%</td>
+    <td headers="p p2">10%</td>
+    <td headers="p pf">15%</td>
+   </tr>
+  </table>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check for layout tables: determine whether the content has a relationship with + other content in both its column and its row. If “no," the table is a layout + table. If “yes," the table is a data table. +
      2. + +
    2. For data tables, check that any cell that is associated with more than one row + and/or one column header contains a headers attribute that lists the + id for all headers associated with that cell. +
      3. + +
    3. + +

      For data tables where any cell contains an id or + headers attribute, +

      + +
        + +
      1. Check that each id listed in the headers attribute + of the data cell matches the id attribute of a cell that is used + as a header element +
        2. + +
      2. Check that the headers attribute of a data cell contains the + id attribute of all headers associated with the data cell +
        3. + +
      3. Check that all ids are unique (that is, no two elements in the page have the + same id) +
        4. + +
      + +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • If table is a layout table, no cells contain headers or + id attributes +
      • + +
    • If table is a data table and any cell contains an id attribute, + checks #3.a, #3.b, and #3.c are true. +
      • + +
    • If table is a data table and any cell is associated with more than one row and/or + one column header, check #2 is true. +
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H44.html b/wcag21/techniques/html/H44.html new file mode 100644 index 0000000..e7441cf --- /dev/null +++ b/wcag21/techniques/html/H44.html @@ -0,0 +1,305 @@ + + + + + H44: Using label elements to associate text labels with form controls + + + + + + + +

    Using label elements to associate text labels with form controls

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML controls that use external labels

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to use the label element to explicitly + associate a form control with a label. A label is attached to a specific + form control through the use of the for attribute. The value of the + for attribute must be the same as the value of the id + attribute of the form control. +

    +

    The id attribute may have the same value as the name + attribute, but both must be provided, and the id must be unique in the Web + page. +

    +

    This technique is sufficient for Success Criteria 1.1.1, 1.3.1 and 4.1.2 whether or + not the label element is visible. That is, it may be hidden using CSS. However, for Success Criterion + 3.3.2, the label element must be visible since it provides assistance to all users who need help understanding + the purpose of the field. +

    +

    An additional benefit of this technique is a larger clickable area for the control, + since clicking on the label or the control will activate the control. This can be + helpful for users with impaired motor control. +

    +

    Note that the label is positioned after input elements of + + type="checkbox" and + type="radio". +

    +
    +
    Note
    +
    + +

    Elements that use explicitly associated labels are:

    + +
      + +
    • + + input + type="text" + +
      • + +
    • + + input + type="checkbox" + +
      • + +
    • + + input + type="radio" + +
      • + +
    • + + input + type="file" + +
      • + +
    • + + input + type="password" + +
      • + +
    • + textarea + +
      • + +
    • + select + +
      • + +
    + +

    The label element is not used for the following + because labels for these elements are provided via the value attribute (for Submit + and + Reset buttons), the alt attribute (for image buttons), or element content itself + (button). +

    + +
      + +
    • Submit and Reset buttons ( + input + type="submit" or + input + type="reset") +
      • + +
    • Image buttons ( + input + type="image") +
      • + +
    • Hidden input fields ( + input + type="hidden") +
      • + +
    • Script buttons (button elements or <input + type="button">) +
      • + +
    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1: A text input field

    +

    The text field in the example below has the explicit label of "First name:". The + label element's for attribute matches the + id attribute of the input element. + 

    <label for="firstname">First name:</label> 
+<input type="text" name="firstname" id="firstname" />
    +
    +

    Example 2: A checkbox

    <input type="checkbox" id="markuplang" name="computerskills" checked="checked">
+<label for="markuplang">HTML</label>
    +
    +

    Example 3: A group of radio buttons

    +

    A small, related group of radio buttons with a clear description and labels for + each individual element. +

    +
    +
    Note
    +
    + +

    To provide clear associations and instructions for a large set of related radio + buttons , should be considered. +

    + +
    + 
     <h1>Donut Selection</h1>
+
+<p>Choose the type of donut(s) you would like then select 
+   the "purchase donuts" button.</p>
+
+<form action="http://example.com/donut" method="post">
+<p>
+  <input type="radio" name="flavor" id="choc" value="chocolate" />
+    <label for="choc">Chocolate</label><br/>
+  <input type="radio" name="flavor" id="cream" value="cream"/>
+    <label for="cream">Cream Filled</label><br/>
+  <input type="radio" name="flavor" id="honey" value="honey"/>
+    <label for="honey">Honey Glazed</label><br/>
+  <input type="submit" value="Purchase Donuts"/>
+</p>
+</form>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For all input elements of type text, file or + password, for all textareas and for all + select elements in the Web page: +

    + +
      + +
    1. Check that there is a label element that identifies the purpose of + the control before the input, textarea, or select element +
      2. + +
    2. Check that the for attribute of the label element + matches the id of the input, textarea, or select element +
      3. + +
    3. Check that the label element is visible. +
      4. + +
    + +

    For all input elements of type checkbox or radio in the Web page:: +

    + +
      + +
    1. Check that there is a label element that identifies the purpose of + the control after the input element +
      2. + +
    2. Check that the for attribute of the label element + matches the id of the input element +
      3. + +
    3. Check that the label element is visible. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #1 and #2 are true. For Success Criterion 3.3.2, Check #3 is also true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H45.html b/wcag21/techniques/html/H45.html new file mode 100644 index 0000000..64fa459 --- /dev/null +++ b/wcag21/techniques/html/H45.html @@ -0,0 +1,151 @@ + + + + + H45: Using longdesc + + + + + + + +

    Using longdesc

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML documents that include images that cannot be + described in a short text alternative. +

    +

    This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide information in a file designated by + the + longdesc attribute when a short text alternative does not adequately convey the function + or information provided in the image. The longdesc attribute is a URI, the target of + which contains a long description of the non-text content. +

    +

    Authors can provide a description for an image by including text in a separate resource + or within the text of the page containing the image. An advantage of using a separate + resource for the description is that it is easily reusable for multiple instances + of the same image, it does not add on-page visual clutter to the original document, + and the description's end-point is apparent to the user. An advantage of providing + the description within the same page as the image is that all users can access the + description. A limitation of the on-page method, as well as in providing multiple + descriptions on a single separate page, is that current implementations supporting + longdesc do not identify the long description's end-point. Authors can solve this + by providing a well-formed description, which identifies the where the description + ends. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Using longdesc to refer to a long description contained on a separate resource.

    <p><img src="chart.gif" alt="a complex chart" longdesc="chartdesc.html"/></p>
    +
    +

    Example 2: Using longdesc to refer to a long description within the same page.

    <img longdesc="thispage.html#desc" alt="Line graph of the number of subscribers" src="http://www.company/images/graph.png">
+<div id="desc">
+<h3>Long Description: Line graph of the number of subscribers</h3>
+<!-- Full Description of Graph -->
+<p>Long description ends.</p>
+<div>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that the img element has a longdesc attribute. +
      2. + +
    2. Check that the value of the longdesc attribute is a valid URI of an existing resource. +
      3. + +
    3. Check that the content at the target of that URI contains a long description describing + the original non-text content associated with it. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 through #3 are all true
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H46.html b/wcag21/techniques/html/H46.html new file mode 100644 index 0000000..55104c3 --- /dev/null +++ b/wcag21/techniques/html/H46.html @@ -0,0 +1,119 @@ + + + + + H46: Using noembed with embed + + + + + + + + + +

    Using noembed with embed + +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Documents that load plugins with the embed element. +

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to provide alternative content for the + embed element in a noembed element. The noembed is rendered + only if the embed is not supported. While it can be positioned anywhere on the + page, it is a good idea to include it as a child element of embed so that it is + clear to assistive technologies that a text alternative is associated with the + embed element it describes. +

    +
    +
    +

    Examples

    +
    +

    Example 1: + noembed is provided inside an embed + + 

    <embed src="../movies/history_of_rome.mov"
+  height="60" width="144" autostart="false">
+  <noembed>
+    <a href="../transcripts/transcript_history_rome.htm">Transcript of "The history of Rome"</a>
+  </noembed>
+</embed>
    +
    +

    Example 2: + noembed is provided beside an embed + + 

    <embed src="moviename.swf" width="100" height="80"
+  pluginspage="http://example.com/shockwave/download/" />
+<noembed>
+  <img alt="Still from Movie" src="moviename.gif" 
+    width="100" height="80" />
+</noembed>;
    +
    +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check if embed element has a child noembed element +
      2. + +
    2. Check if embed element has a noembed element that + immediately follows it. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true or #2 is true
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H48.html b/wcag21/techniques/html/H48.html new file mode 100644 index 0000000..f0afd85 --- /dev/null +++ b/wcag21/techniques/html/H48.html @@ -0,0 +1,211 @@ + + + + + H48: Using ol, ul and dl for lists or groups of links + + + + + + + +

    Using ol, ul and dl for lists or groups of links

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML, XHTML

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to create lists of related items using list elements + appropriate for their purposes. The ol element is used when the list is + ordered and the ul element is used when the list is unordered. Definition + lists (dl) are used to group terms with their definitions. Although the use + of this markup can make lists more readable, not all lists need markup. For instance, + sentences that contain comma-separated lists may not need list markup. +

    +

    When markup is used that visually formats items as a list but does not indicate the + list relationship, users may have difficulty in navigating the information. An example + of such visual formatting is including asterisks in the content at the beginning of + each + list item and using <br> elements to separate the list items. +

    +

    Some assistive technologies allow users to navigate from list to list or item to item. + Style sheets can be used to change the presentation of the lists while preserving + their + integrity. +

    +

    The list structure (ul/ol) is also useful to group hyperlinks. When this is done, it helps screen reader users + to navigate from the first item in a list to the end of the list or jump to the next + list. This helps them to bypass groups of links if they choose to. +

    +
    +
    +

    Examples

    +
    +

    Example 1: A list showing steps in a sequence

    +

    This example uses an ordered list to show the sequence of steps in a process.

     <ol>
+  <li>Mix eggs and milk in a bowl.</li>
+  <li>Add salt and pepper.</li>
+</ol>
    +
    +

    Example 2: A grocery list

    +

    This example shows an unordered list of items to buy at the store.

    <ul>
+  <li>Milk</li>
+  <li>Eggs</li>
+  <li>Butter</li>
+</ul>
    +
    +

    Example 3: A word and its definition

    +

    This example uses a definition list to group a definition with the term that is + being defined. + 

    <dl>
+  <dt>blink</dt>
+  <dd>turn on and off between .5 and 3 times per second
+  </dd>
+</dl>
    +
    +

    Example 4: Contact information using a definition list

    +

    This example uses a defintion list to mark up pairs of related items. The pairs themselves + are a logically related list. Since browsers lack wide support for CSS styling on + definition list elements, span elements have been included in the markup for styling + purposes only, and are not required: + 

    <dl>
+<dt><span>name:</span></dt><dd><span>John Doe</span></dd>
+<dt><span>tel:</span></dt><dd><span>01-2345678</span></dd>
+<dt><span>fax:</span></dt><dd><span>02-3456789</span></dd>
+<dt><span>email:</span></dt><dd><span>johndoe@someemail.com</span></dd>
+</dl>
+

    The following CSS styling can be used to format each paired item in the list on its + own line, as well as giving a table-like layout: + 

    dt, dd{float: left;margin: 0;padding: 0;}
+dt{clear:both;font-weight: bold}
+dt span{display: inline-block; width: 70px;}
+dd span{display: inline-block; margin-right: 5px;}
+

    This is shown in the working example of Contact information using a definition list + +

    +
    + +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that content that has the visual appearance of a list (with or without bullets) + is marked as an unordered list. +
      2. + +
    2. Check that content that has the visual appearance of a numbered list is marked as + an ordered list. +
      3. + +
    3. Check that content is marked as a definition list when terms and their definitions + are presented in the form of a list. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All the checks above are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H49.html b/wcag21/techniques/html/H49.html new file mode 100644 index 0000000..05c32e0 --- /dev/null +++ b/wcag21/techniques/html/H49.html @@ -0,0 +1,176 @@ + + + + + H49: Using semantic markup to mark emphasized or special text + + + + + + + +

    Using semantic markup to mark emphasized or special text

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient, together with G115: Using semantic elements to mark up structure). +

    +
    +
    +

    Description

    +

    The objective of this technique is to demonstrate how semantic markup can be used + to + mark emphasized or special text so that it can be programmatically determined. Using + semantic markup to mark emphasized or special text also provides structure to the + document. User agents can then make the structure perceivable to the user, for example + using a different visual presentation for different types of structures or by using + a + different voice or pitch in an auditory presentation. +

    +

    Most user agents will visually distinguish text that has been identified using semantic + markup. Some assistive technologies provide a mechanism for determining the + characteristics of content that has been created using proper semantic markup. +

    +
    +
    +

    Examples

    +

    See rendered examples of semantic + text. +

    +
    +

    Example 1

    +

    This example shows how to use the em and strong elements + to emphasize text. The em and strong elements were + designed to indicate structural emphasis that may be rendered in a variety of ways + (font style changes, speech inflection changes, etc.). + 

     ...What she <em>really</em> meant to say was, &quot;This is not ok, 
+ it is <strong>excellent</strong>&quot;!...
    +
    +

    Example 2

    +

    This example shows using the blockquote element to mark up long + quotations which may require paragraph breaks. It also demonstrates the use of the + cite element to specify a reference. + 

    <p>The following is an excerpt from the <cite>The Story of my Life</cite> by Helen Keller</p>
+ <blockquote>
+   <p>Even in the days before my teacher came, I used to feel along the square stiff boxwood
+   hedges, and, guided by the sense of smell, would find the first violets and lilies.  
+   There, too, after a fit of temper, I went to find comfort and to hide my hot face 
+   in the cool leaves and grass.</p>
+ </blockquote>
    +
    +

    Example 3

    +

    Here is the use of the q element to mark up a shorter quotation. + Quotes are provided around the q element, because many user agents do + not support this element yet and therefore do not display it properly (see UA + notes). CSS rules to suppress automatic generation of quotes are provided for those + user agents that do support the q element, to prevent them from + generating quotes automatically in addition to the quotes provided by the author, + resulting in double-quoted content. In the future, when the q element + is more broadly supported, the need to provide quotes and suppress browser-generated + quotes will go away. + 

    q:before { content: ""; } 
+q:after { content: ""; }  
     <p>Helen Keller said, "<q>Self-pity is our worst enemy and if we yield to it, 
+we can never do anything good in the world.</q>"</p>
    +
    +

    Example 4

    +

    Superscripts and subscripts are created using the sup and + sub elements. + 

     <p>Beth received 1<sup>st</sup> place in the 9<sup>th</sup> grade science competition.</p>
+<p>The chemical notation for water is H<sub>2</sub>O.</p>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Examine the content for information that is conveyed through variations in + presentation of text. +
      2. + +
    2. Check that appropriate semantic markup (such as em, strong, cite, + blockquote, sub, and sup) have been used to mark the + text that conveys information through variations in text. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #2 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H51.html b/wcag21/techniques/html/H51.html new file mode 100644 index 0000000..d66e2af --- /dev/null +++ b/wcag21/techniques/html/H51.html @@ -0,0 +1,192 @@ + + + + + H51: Using table markup to present tabular information + + + + + + + +

    Using table markup to present tabular information

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to present tabular information in a way that + preserves relationships within the information even when users cannot see the table + or + the presentation format is changed. Information is considered tabular when logical + relationships among text, numbers, images, or other data exist in two dimensions + (vertical and horizontal). These relationships are represented in columns and rows, + and + the columns and rows must be recognizable in order for the logical relationships to + be + perceived. +

    +

    Using the table element with the child elements tr, + th, and td makes these relationships perceivable. Techniques + such as inserting tabs to create columns or using the pre element are + purely visual, and visually implied logical relationships are lost if the user cannot + see the table or the visual presentation is changed. +

    +

    Simple tables generally have only one level of headers for columns and/or one level + of headers on the rows. +

    +

    Usually, for simple tables, row 1 column 1 is either blank or describes the contents + of the entire column 1. Row 1 columns are not blank (i.e. they contain "column headings"), + describe the contents of the entire column, and allow the reader to distinguish the + difference in meaning between that column and other columns. +

    +

    Column 1 rows are usually not blank, they often contain "row headings" which describe + the contents of the entire row, and allow the reader to distinguish the difference + in meaning between that row and the other rows. Otherwise, the Column 1 would contain + simple data. +

    +
    +
    +

    Examples

    +
    +

    Example 1: A schedule marked up as a simple data table with column and row headers

    +

    This example uses markup for a simple data table. The first row shows the days of + the week. Time intervals are shown in the first column. These cells are marked with + the th element. This identifies the days of the week as column headers + and the time intervals as row headers. +

    +

    Screen readers speak header information that changes as the user navigates the + table. Thus, when screen reader users move to left or right along a row, they will + hear the day of the week (the column header) followed by the appointment (if any). + They will hear the time interval as they move up or down within the same column. + 

     <table>
+  <tr>
+    <td> </td>
+    <th>Monday</th>
+    <th>Tuesday</th>
+    <th>Wednesday</th>
+    <th>Thursday</th>
+    <th>Friday</th>
+  </tr>
+  <tr>
+    <th>8:00-9:00</th>
+    <td>Meet with Sam</td>
+    <td> </td>
+    <td> </td>
+    <td> </td>
+    <td> </td>
+  </tr>
+  <tr>
+    <th>9:00-10:00</th>
+    <td> </td>
+    <td> </td>
+    <td>Doctor Williams</td>
+    <td>Sam again</td>
+    <td>Leave for San Antonio</td>
+  </tr>
+</table>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check for the presence of tabular information.
      2. + +
    2. + +

      For each occurrence of tabular information:

      + +
        + +
      1. Check that table markup with at least the elements table, + tr, th, and td is used. +
        2. + +
      + +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All checks above are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H53.html b/wcag21/techniques/html/H53.html new file mode 100644 index 0000000..6ec7f88 --- /dev/null +++ b/wcag21/techniques/html/H53.html @@ -0,0 +1,162 @@ + + + + + H53: Using the body of the object element + + + + + + + +

    Using the body of the object element +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Documents that load media with the object element. +

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to provide a text alternative for content rendered + using the object element. The body of the object element can be used to provide a + complete text alternative for the object, or may contain additional non-text content + with + text alternatives. +

    +

    Fallback content for the object element is only available to the user when the media loaded by the element is not + rendered by the user agent, because the user agent does not support the media technology + or the user has instructed the user agent not to render that technology. In these + situations, the fallback content will be presented to the user. If the media is rendered + without the fallback content, the media needs to be directly accessible. Authors can + only rely on this technique to satisfy the success criterion if they are not relying + on the direct accessibility of the media's technology in their conformance claim, + and reasonably expect users will be able to access the fallback. +

    +
    +
    +

    Examples

    +
    +

    Example 1: An object includes a long description that describes it

     <object classid="http://www.example.com/analogclock.py">
+  <p>Here is some text that describes the object and its operation.</p>
+</object>
    +
    +

    Example 2: An object includes non-text content with a text alternative 

    <object classid="http://www.example.com/animatedlogo.py">
+  <img src="staticlogo.gif" alt="Company Name" />
+</object>   
+
    +
    +

    Example 3: The image object has content that provides a brief description of the function + of + the image + 

    <object data="companylogo.gif" type="image/gif">
+  <p>Company Name</p>
+</object>
    +
    +

    Example 4

    +

    This example takes advantage of the fact the object elements may be nested + to provide for alternative representations of information. + 

    <object classid="java:Press.class" width="500" height="500">
+  <object data="Pressure.mpeg" type="video/mpeg">
+    <object data="Pressure.gif" type="image/gif">
+      As temperature increases, the molecules in the balloon...
+    </object>
+  </object>
+</object>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that the body of each object element contains a text alternative + for the object. +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H54.html b/wcag21/techniques/html/H54.html new file mode 100644 index 0000000..f243862 --- /dev/null +++ b/wcag21/techniques/html/H54.html @@ -0,0 +1,124 @@ + + + + + H54: Using the dfn element to identify the defining instance of a word + + + + + + + +

    Using the dfn element to identify the defining instance of a word +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 3.1.3: Unusual Words (Sufficient as a way to meet G112: Using inline definitions). +

    +
    +
    +

    Description

    +

    The objective of this technique is to use the dfn to mark the use of a + word or phrase where it is defined. The dfn element is used to indicate the + defining instance of the enclosed term. In other words, it marks the occurrence of + the + term where the term is defined. Note that it encloses the term, not the definition. + This + technique would be used in combination with G112: Using inline definitions to provide the definition. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    The following code snippet demonstrates the use of the dfn + element. + 

    <p>The Web Content Accessibility Guidelines require that non-text content
+has a text alternative. <dfn>Non-text content</dfn> is content that is not a sequence
+of characters that can be programmatically determined or where the sequence is
+not expressing something in human language; this includes ASCII Art (which is a
+pattern of characters), emoticons, leetspeak (which is character substitution), and
+images representing text .</p>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Identify all words that are defined inline in the text, that is, where the + definition occurs in a sentence near an occurrence of the word. +
      2. + +
    2. Check that each word that is defined inline is contained in a dfn + element. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #2 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H56.html b/wcag21/techniques/html/H56.html new file mode 100644 index 0000000..d3a0703 --- /dev/null +++ b/wcag21/techniques/html/H56.html @@ -0,0 +1,148 @@ + + + + + H56: Using the dir attribute on an inline element to resolve problems + with nested directional runs + + + + + + + + +

    Using the dir attribute on an inline element to resolve problems + with nested directional runs +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 1.3.2: Meaningful Sequence (Sufficient as a way to meet G57: Ordering the content in a meaningful sequence). +

    +
    +
    +

    Description

    +

    The objective of this technique is to identify changes in the text direction of text + that includes nested directional runs by providing the dir attribute on + inline elements. A nested directional run is a run of text that includes mixed directional + text, for example, a paragraph in English containing a quoted Hebrew sentence which + in turn includes an English phrase. Use of the dir attribute on an enclosing span or other inline element may be necessary because the Unicode bidirectional algorithm can produce undesirable results when mixed + directional text contains spaces or punctuation. The concepts used in this technique + are described in What you need to know about the bidi algorithm and inline markup. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    This example defines the text direction of a nested, mixed-direction phrase, in Hebrew + and English, to be right-to-left. Because the whole quote is in Hebrew, and therefore + runs right to left, the text "W3C" and the comma should appear to the left of (i.e., + after) the Hebrew text, like this: +

    +

    The title is "פעילות הבינאום, W3C" in Hebrew. +

    +

    Visually-ordered ASCII version (RTL text in uppercase, LTR in lower):

    +

    the title is "w3c ,YTIVITCA NOITAZILANOITANRETNI" in hebrew.

    +

    The Unicode bidirection algorithm alone is insufficient to achieve the right result, + and leaves the text 'W3C' on the right side of the quote: +

    +

    The title is "פעילות הבינאום, W3C" in Hebrew. +

    +

    Visually-ordered ASCII version:

    +

    the title is "YTIVITCA NOITAZILANOITANRETNI, w3c" in hebrew.

    +

    The following markup will produce the expected result:

    +<p>The title says "<span lang="he" 
+dir="rtl">פעילות הבינאום, W3C</span>" in Hebrew.</p>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Examine the text direction of text in the document
      2. + +
    2. If the text direction is right-to-left, check that for the ancestor element that + has a dir attribute, the attribute has the value "rtl" +
      3. + +
    3. If the text direction is left-to-right, check that there is no ancestor element + with a dir attribute, or that for the ancestor element that has a + dir attribute, the attribute has the value "ltr" +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #2 and #3 are true for all text.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H57.html b/wcag21/techniques/html/H57.html new file mode 100644 index 0000000..130971a --- /dev/null +++ b/wcag21/techniques/html/H57.html @@ -0,0 +1,167 @@ + + + + + H57: Using the language attribute on the HTML element + + + + + + + +

    Using the language attribute on the HTML element +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML

    +

    This technique relates to Success Criterion 3.1.1: Language of Page (Sufficient). +

    +
    +
    +

    Description

    +

    The objective of this technique is to identify the default language of a document + by + providing the lang attribute on the html + element. +

    +

    Identifying the language of the document is important for a number of reasons:

    +
      + +
    • It allows braille translation software to substitute control codes for accented + characters, and insert control codes necessary to prevent erroneous creation of + Grade 2 braille contractions. +
      • + +
    • Speech synthesizers that support multiple languages will be able to orient and + adapt to the pronunciation and syntax that are specific to the language of the page, + speaking the text in the appropriate accent with proper pronunciation. +
      • + +
    • Marking the language can benefit future developments in technology, for example + users who are unable to translate between languages themselves will be able to use + machines to translate unfamiliar languages. +
      • + +
    • Marking the language can also assist user agents in providing definitions using a + dictionary. +
      • + +
    +

    HTML uses the lang attribute of the html element. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    This example defines the content of an HTML document to be in the French language.

    <!DOCTYPE>
+<html lang="fr"> 
+<head>
+  <title>document écrit en français</title>
+  <meta http-equiv="content-type" content="text/html; charset=utf-8" />
+</head>  
+<body>     
+	...document écrit en français...   
+</body>
+</html>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    + +

    Procedure

    + +

    Examine the html element of the document. +

    + +
      + +
    1. Check that the html element has a lang attribute. +
      2. + +
    2. Check that the value of the lang attribute conforms to BCP 47: Tags for the + Identification of Languages or its successor and reflects the primary language used by the Web page. +
      3. + +
    + +
    +
    + +

    Expected Results

    + +
      + +
    • Checks #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H58.html b/wcag21/techniques/html/H58.html new file mode 100644 index 0000000..17458c4 --- /dev/null +++ b/wcag21/techniques/html/H58.html @@ -0,0 +1,154 @@ + + + + + H58: Using language attributes to identify changes in the human language + + + + + + + +

    Using language attributes to identify changes in the human language

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML

    +

    This technique relates to Success Criterion 3.1.2: Language of Parts (Sufficient). +

    +
    +
    +

    Description

    +

    The objective of this technique is to clearly identify any changes in language on + a page by using the lang attribute. +

    +

    Allowed values for the lang attribute are indicated in the resources referenced below. + Language tags use a primary code to indicate the language, and optional sub-codes + (separated by hyphen characters) to indicate variants of the language. For instance, + English is indicated with the primary code "en"; British English and American English + can be distinguished by using "en-GB" and "en-US", respectively. Use of the primary + code is important for this technique. Use of subcodes is optional but may be helpful + in certain circumstances. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    This example demonstrates the use of the lang attribute to define a quote written in German. + 

    <blockquote lang="de">
+  <p>
+    Da dachte der Herr daran, ihn aus dem Futter zu schaffen,
+    aber der Esel merkte, daß kein guter Wind wehte, lief fort
+    und machte sich auf den Weg nach Bremen: dort, meinte er,
+    könnte er ja Stadtmusikant werden.
+  </p>
+</blockquote>   
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each element in the document:

    + +
      + +
    1. Check that the human language of the content of the element is the same as the + inherited language for the element as specified in HTML 4.01, Inheritance of language codes + +
      2. + +
    + +

    For each lang attribute in the document: +

    + +
      + +
    1. Check that the value of the lang attribute conforms to BCP 47: Tags for the Identification of Languages or its successor +
      2. + +
    2. Check that the language code matches the language of the content it applies to.
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All checks above are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H59.html b/wcag21/techniques/html/H59.html new file mode 100644 index 0000000..26b0f55 --- /dev/null +++ b/wcag21/techniques/html/H59.html @@ -0,0 +1,179 @@ + + + + + H59: Using the link element and navigation tools + + + + + + + +

    Using the link element and navigation tools

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to describe how the link element can + provide metadata about the position of an HTML page within a set of Web pages or can + assist in locating content with a set of Web pages. The value of the rel + attributes indicates what type of relation is being described, and the href + attribute provides a link to the document having that relation. Multiple + link elements can provide multiple relationships. Several values of + rel are useful: +

    +
      + +
    • Start: Refers to the first document in a collection of documents.
      • + +
    • Next: Refers to the next document in a linear sequence of documents.
      • + +
    • Prev: Refers to the previous document in an ordered series of documents.
      • + +
    • Contents: Refers to a document serving as a table of contents.
      • + +
    • Index: Refers to a document providing an index for the current document.
      • + +
    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    A Web page for Chapter 2 of an on-line book might contain the following links + within the head section. + 

    <link rel="Contents" href="Contents.html" title="Table of Contents"  />
+<link rel="Index" href="Index.html" title="Index" />
+<link rel="Prev" href="Chapter01.html" title="01. Why Volunteer?" />
+<link rel="Next" href="Chapter03.html" title="03. Who Volunteers?" />
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For a Web page that is within a sequence or collection of Web pages:

    + +
      + +
    1. Check that all link elements pertaining to navigation occur in the + head section of the document. +
      2. + +
    2. + +

      For each link element in the head section of the + document which pertains to navigation, check that it contains at least: +

      + +
        + +
      1. a rel attribute identifying the link type +
        2. + +
      2. a valid href attribute to locate the appropriate resource +
        3. + +
      + +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All of the checks above are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H60.html b/wcag21/techniques/html/H60.html new file mode 100644 index 0000000..0f07b17 --- /dev/null +++ b/wcag21/techniques/html/H60.html @@ -0,0 +1,145 @@ + + + + + H60: Using the link element to link to a glossary + + + + + + + +

    Using the link element to link to a glossary

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to provide a mechanism for locating a glossary. + When + terms in the content are defined on a separate glossary page, the glossary is referenced + using a link element in the head element of the document that + uses the glossary. The rel attribute of the link element is + set to "glossary", and the href attribute contains the URI of the glossary + page. User agents can then assist users in accessing the glossary quickly and + easily. +

    +
    +
    +

    Examples

    +
    +

    Example 1: The WCAG 2.0 Glossary. 

     <link rel="glossary" href="https://www.w3.org/TR/WCAG20/#glossary">
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    +
    +

    Tests

    +
    +

    Procedure

    + +

    For any set of words and their definitions that are meant to serve as a glossary: + +

    + +
      + +
    1. Check that the head section of the Web page that contains words, + phrases or abbreviations defined in a glossary contains a link + element +
      2. + +
    2. Check that the link element has attribute + + rel="glossary" + +
      3. + +
    3. Check that the href attribute of the link element + refers to the glossary page. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All checks above are true.
      • + +
    + +

    Note: The definition of abbreviation used in WCAG is : "shortened form of a word, + phrase, or name where the original expansion has not been rejected by the organization + that it refers to and where the abbreviation has not become part of the language." +

    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H62.html b/wcag21/techniques/html/H62.html new file mode 100644 index 0000000..b6df16d --- /dev/null +++ b/wcag21/techniques/html/H62.html @@ -0,0 +1,227 @@ + + + + + H62: Using the ruby element + + + + + + + +

    Using the ruby element

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    XHTML 1.1 and HTML5

    +

    This technique relates to Success Criterion 3.1.6: Pronunciation (Sufficient). +

    +
    +
    +

    Description

    +

    The objective of this technique is to use ruby annotation to provide information about + the pronunciation and meaning of a run of text where meaning is determined by + pronunciation. +

    +

    There are many languages in which a run of text may mean different things depending + on + how the text is pronounced. This is common in East Asian languages as well as Hebrew, + Arabic, and other languages; it also occurs in English and other Western European + languages. +

    +

    Ruby Annotation allows the author to annotate a "base text," providing a guide to + pronunciation and, in some cases, a definition as well. Ruby is commonly used for + text + in Japanese and other East Asian languages. Ruby Annotation is defined as a module + for + XHTML 1.1 or HTML5. +

    +

    There are two types of Ruby markup: simple and complex. Simple Ruby markup applies + to a + run of text such as a complete word or phrase. This is known as the "base" text + (rb element). The Ruby annotation that indicates how to pronounce the term (the + rt element, or Ruby text) is shown in a smaller font. (The term "Ruby" is + derived from a small font used for this purpose in printed texts.) The Ruby text is + usually rendered above or immediately before the base text, that is, immediately above + horizontal text or immediately to the right of vertical text. Sometimes Japanese uses + Ruby to provide the meaning of text on the other side of the base text (visually) + from + the phonetic annotation. Simple Ruby markup also provides a "fallback" option for + user + agents that do not support Ruby markup (that is, user agents that do not support XHTML + 1.1 or HTML5). +

    +

    Complex Ruby markup makes it possible to divide the base text into smaller units, + each + of which may be associated with a separate Ruby annotation. Complex Ruby markup does + not + support the fallback option. +

    +

    Ruby annotation is uncommon in languages such as Hebrew, where Unicode fonts can + include diacritical marks that convey pronunciation. It is also uncommon in English + and + European languages. +

    +

    Note: The primary reason for indicating pronunciation through Ruby or any other means + is to make the content accessible to people with disabilities who could read and + understand the language of the content if information about pronunciation were provided. + It is not necessary to provide information about pronunciation for use by people who + are + not familiar with the language of the content. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Ruby markup providing pronunciation information for an initialism

    +

    This example uses Ruby annotation to give the pronunciation of the initialism + (acronym) formed by the first letters of the words Web Content Accessibility + Guidelines. The letters WCAG are the base (the rb element), and the pronunciation + information is shown by the Ruby text (the rt element). The Ruby parenthesis element + rp is used for user agents that do not support Ruby annotations to + indicate that the text in the rt element provides the pronunciation + information. The pronunciation information is rendered in parentheses immediately + following the base text. (User agents that support Ruby do not show the + parentheses.) + 

    <p>When we talk about these guidelines, we often just call them
+  <ruby>
+    <rb>WCAG</rb>
+    <rp>(</rp>
+      <rt>Wuh-KAG</rt>
+    <rp>)</rp>
+  </ruby>.
+</p>
    +
    +

    Example 2: Ruby annotation for Japanese

    +

    The following is an example in Japanese. For Japanese, the Ruby is used to give + the reading of Han characters(Kanji). the Ruby parenthesis element rp is + used for user agents that do not support Ruby annotations to indicate that the text + in the rt element provides the pronunciation information. The pronunciation + information is rendered in parentheses immediately following the base text. (User + agents that support Ruby do not show the parentheses.) + 

    <p>
+  <ruby>
+    <rb>慶應大学</rb>
+    <rp>(</rp>
+    <rt>けいおうだいがく</rt>
+    <rp>)</rp>
+  </ruby>
+</p>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each run of text where a Ruby annotation is used to provide pronunciation + information: +

    + +
      + +
    1. Check that a rt element contains pronunciation information for each + run of text defined by the rb element. +
      2. + +
    2. If simple Ruby markup is used, check that the rp element is present + to indicate to user agents that do not support Ruby annotations that the text in + the rt element provides the pronunciation information. . +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H63.html b/wcag21/techniques/html/H63.html new file mode 100644 index 0000000..70864b1 --- /dev/null +++ b/wcag21/techniques/html/H63.html @@ -0,0 +1,206 @@ + + + + + H63: Using the scope attribute to associate header cells and data cells in data + tables + + + + + + + + +

    Using the scope attribute to associate header cells and data cells in data + tables +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to associate header cells with data cells in complex + tables using the + scope attribute. The scope attribute may be used to clarify + the scope of any cell used as a header. The scope identifies whether the cell is a + header for a row, column, or group of rows or columns. The values row, + col, rowgroup, and colgroup identify these + possible scopes respectively. +

    +

    For simple data tables where the header is not in the first row or column, like the + one + in Example 1, this technique can be used. Based on screen reader support today, its + use + is suggested in two situations both relating to simple tables: +

    +
      + +
    • data cells marked up with td that also function as row header or column + header +
      • + +
    • header cells marked up with td instead of th. Sometimes, authors + use this to avoid the display characteristics associated with th and also + do not choose to use CSS to control the display for th. +
      • + +
    +
    +
    Note
    +
    + +

    For simple tables that have the headers in the first row or column then it is + sufficient to simply use the TH elements without scope. +

    + +

    For complex tables use ids and headers as in . +

    + +

    Some users may find it easier to work with several simple tables than one more complex + table. Authors may wish to consider whether they can convert complex tables to one + or more simple tables. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1: A simple schedule

    +

    In the following example, column #1 contains serial numbers for rows in the table + and the second column contains the key value for the row. The cells in the second + column may then use + scope="row". The cells in the first row too are + marked up with td and use + scope="col". + 

     <table border="1">
+  <caption>Contact Information</caption>
+  <tr>
+    <td></td>
+    <th scope="col">Name</th>
+    <th scope="col">Phone#</th>
+    <th scope="col">Fax#</th>
+    <th scope="col">City</th>
+  </tr><tr>
+    <td>1.</td>
+    <th scope="row">Joel Garner</th>
+    <td>412-212-5421</td>
+    <td>412-212-5400</td>
+    <td>Pittsburgh</td>
+  </tr><tr>
+    <td>2.</td>
+    <th scope="row">Clive Lloyd</th>
+    <td>410-306-1420</td>
+    <td>410-306-5400</td>
+    <td>Baltimore</td>
+  </tr><tr>
+    <td>3.</td>
+    <th scope="row">Gordon Greenidge</th>
+    <td>281-564-6720</td>
+    <td>281-511-6600</td>
+    <td>Houston</td>
+  </tr>
+</table>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each data table:

    + +
      + +
    1. Check that all th elements have a scope attribute. +
      2. + +
    2. Check that all td elements that act as headers for other elements + have a scope attribute. +
      3. + +
    3. Check that all scope attributes have the value row, + col, rowgroup, or colgroup. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All checks above are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H64.html b/wcag21/techniques/html/H64.html new file mode 100644 index 0000000..0f7bd88 --- /dev/null +++ b/wcag21/techniques/html/H64.html @@ -0,0 +1,171 @@ + + + + + H64: Using the title attribute of the frame and iframe elements + + + + + + + +

    Using the title attribute of the frame and iframe elements +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML documents that use frames or iframes

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to demonstrate the use of the title + attribute of the frame or iframe element to describe the contents + of each frame. This provides a label for the frame so users can determine which frame + to + enter and explore in detail. It does not label the individual page (frame) or inline + frame (iframe) in the frameset. +

    +

    Note that the title attribute labels frames, and is different from the + title element which labels documents. Both should be provided, since the + first facilitates navigation among frames and the second clarifies the user's current + location. +

    +

    The title attribute is not interchangeable with the name + attribute. The title labels the frame for users; the name + labels it for scripting and window targeting. The name is not presented to + the user, only the title is. +

    +

    In HTML5 the frame element is marked as obsolete. The iframe element remains part of the HTML5 specification. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    This example shows how to use the title attribute with + frame to describe the frames containing the navigation bar and the + document. + 

    <html xmlns="http://www.w3.org/1999/xhtml">
+  <head>
+    <title>A simple frameset document</title>
+  </head>
+  <frameset cols="10%, 90%">
+    <frame src="nav.html" title="Main menu" />
+    <frame src="doc.html" title="Documents" />
+    <noframes>
+      <body>
+        <a href="lib.html" title="Library link">Select to
+        go to the electronic library</a>
+      </body>
+    </noframes>
+  </frameset>
+</html>
    +
    +

    Example 2

    +

    This example shows how to use the title attribute with iframe to + describe the contents of an inline frame. The example also includes an alternative + link to the page included by the iframe element for older browsers, which may not + understand the iframeelement. + 

     <html xmlns="http://www.w3.org/1999/xhtml">
+  <head>
+    <title>A document using iframe</title>
+  </head>
+...
+<iframe src="banner-ad.html" id="testiframe" 
+  name="testiframe" title="Advertisement">
+    <a href="banner-ad.html">Advertisement</a>
+</iframe>
+...
+</html>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check each frame and iframe element in the HTML or XHTML source code for the presence + of a + title attribute. +
      2. + +
    2. Check that the title attribute contains text that identifies the frame.
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H65.html b/wcag21/techniques/html/H65.html new file mode 100644 index 0000000..f57d7b7 --- /dev/null +++ b/wcag21/techniques/html/H65.html @@ -0,0 +1,200 @@ + + + + + H65: Using the title attribute to identify form controls when the label element + cannot be used + + + + + + + + +

    Using the title attribute to identify form controls when the label element + cannot be used +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML form controls that are not identified using value, + alt, or element content +

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to use the title attribute to provide an accessible name for form controls when the visual design + does not include text on the screen that can be associated with the control as a label. + User agents, including assistive technology, can speak the + title attribute. +

    +
    +
    +

    Examples

    + +
    +

    Example 2: Input fields for a phone number

    +

    A Web page contains controls for entering a phone number in the United States, with + three fields for area code, exchange, and last four digits. + 

    <fieldset><legend>Phone number</legend>
+<input id="areaCode" name="areaCode" title="Area Code" 
+type="text" size="3" value="" >
+<input id="exchange" name="exchange" title="First three digits of phone number" 
+type="text" size="3" value="" >
+<input id="lastDigits" name="lastDigits" title="Last four digits of phone number" 
+type="text" size="4" value="" >
+</fieldset>
    +
    +

    Example 3: A Search Function

    +

    A Web page contains a text field where the user can enter search terms and a button + labeled "Search" for performing the search. The title attribute is used to identify the form control and the button is positioned right + after the text field so that it is clear to the user that the text field is where + the search term should be entered. + 

    +<input type="text" title="Type search term here"/> <input type="submit" value="Search"/>
+
    +
    +

    Example 4: A data table of form controls

    +

    A data table of form controls needs to associate each control with the column and + row headers for that cell. Without a title (or off-screen label) it is difficult for + non-visual users to pause and interrogate for corresponding row or column header values + using their assistive technology while tabbing through the form. +

    +

    For example, a survey form has four column headers in first row: Question, Agree, + Undecided, Disagree. Each following row contains a question and a radio button in + each cell corresponding to answer choice in the three columns. The title attribute + for every radio button contains the information necessary to identify the control. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For all form controls that are not associated with a + label element: +

    + +
      + +
    1. +

      Check that the control has a + title attribute +

      +
      2. + +
    2. +

      Check that the purpose of the form control is clear to users who can see the control.

      +
      3. + +
    3. Check that the title attribute identifies the purpose of the + control and that it matches the apparent visual purpose. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks above are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H67.html b/wcag21/techniques/html/H67.html new file mode 100644 index 0000000..0cbce9d --- /dev/null +++ b/wcag21/techniques/html/H67.html @@ -0,0 +1,110 @@ + + + + + H67: Using null alt text and no title attribute on img elements for images that AT + should ignore + + + + + + + + +

    Using null alt text and no title attribute on img elements for images that AT + should ignore +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML documents that load images.

    +

    This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

    +
    +
    +

    Description

    +

    The purpose of this technique is to show how images can be marked so that they can + be + ignored by Assistive Technology. +

    +

    If no title attribute is used, and the alt text is set to null (i.e. + + alt="") it indicates to assistive technology that the image can be safely + ignored. +

    +
    +
    Note
    +
    + +

    Have a "null" alt attribute is not the same as having no alt attribute. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    The following image is used to insert a decorative image on a Web page.

    +<img src="squiggle.gif" width="20" height="20" alt="" />
+
    +
    +
    +

    Tests

    +
    +

    Procedure

    + +

    For each image that should be ignored:

    + +
      + +
    1. Check that title attribute is either absent or empty. +
      2. + +
    2. Check that alt attribute is present and empty. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 and #2 are true
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H69.html b/wcag21/techniques/html/H69.html new file mode 100644 index 0000000..758a235 --- /dev/null +++ b/wcag21/techniques/html/H69.html @@ -0,0 +1,266 @@ + + + + + H69: Providing heading elements at the beginning of each section of content + + + + + + + +

    Providing heading elements at the beginning of each section of content

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to use section headings to convey the structure + of + the content. Heading markup can be used: +

    +
      + +
    • to indicate start of main content
      • + +
    • to mark up section headings within the main content area
      • + +
    • to demarcate different navigational sections like top or main navigation, left or + secondary navigation and footer navigation +
      • + +
    • to mark up images of text that are used as headings
      • + +
    • to allow users the ability to navigate a page by sections or skip repeated blocks + of information +
      • + +
    +

    Headings are designed to convey logical hierarchy. Skipping + levels in the sequence of headings may create the impression that the structure + of the + document has not been properly thought through or that specific headings have been + chosen for their visual rendering rather than their meaning. Authors are encouraged + to + nest headings hierarchically. When headings are nested hierarchically, the most + important information is given the highest logical level, and subsections are given + subsequent logical levels.(i.e., h2 is a subsection of h1). Providing this type of + structure will help users understand the overall organization of the content more + easily. +

    +

    Since headings indicate the start of important sections of content, it is possible + for + users with assistive technology to jump directly to the appropriate heading and + begin + reading the content. This significantly speeds interaction for users who would otherwise + access the content slowly. Headings create chunks of information that can be found + easily by people with disabilities, such as a blind person using a screen reader, + or a person with a cognitive disability who uses assistive technology that delineates + groups of information, or someone with a communication disability or illiteracy, who + uses a screen reader to assist them in their reading. + +

    +
    +
    Note
    +
    + +

    All of our techniques assume that people needing special user agents (including AT + or special plug-ins) will get and be using that type user agent (eg screen reader, + or plug-in that allows keyboard navigation of properly marked up content, etc). +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    This example organizes the sections of a search page by marking each section + heading using h2 elements. + 

    <h1>Search Technical Periodicals</h1>
+ <h2>Search</h2>
+ <form action="search.php">
+  <p><label for="searchInput">Enter search topic: </label>
+  <input type="text" size="30" id="searchInput">
+  <input type="submit" value="Go"></p>
+ </form>
+ <h2>Available Periodicals</h2>
+ <div class="jlinks">
+  <a href="pcoder.com">Professional Coder</a> |
+  <a href="algo.com">Algorithms</a> |
+  <a href="jse.com">Journal of Software Engineering</a>
+ </div>
+ <h2>Search Results</h2>
+ ... search results are returned in this section ...
    +
    +

    Example 2: Headings show the overall organization of the content

    +

    In this example, heading markup is used to make the navigation and main content + sections perceivable. + 

    <!-- Logo, banner graphic, search form, etc.  -->
+  <h2>Navigation</h2>
+    <ul>
+      <li><a href="about.htm">About us</a></li>
+      <li><a href="contact.htm">Contact us</a></li>
+       ...
+    </ul>
+  <h2>All about headings</h2>
+   <!-- Text, images, other material making up the main content... --> 
+
    +
    +

    Example 3: Headings show the organization of material within the main content

    +

    Note that in HTML 4.01 and XHTML 1.x, heading elements only mark the beginning of + sections. Because there is no markup to associate a heading element with the section + content explicitly, users will assume that the heading applies to all following content + until the next heading element is encountered. + 

     <html xmlns="http://www.w3.org/1999/xhtml">
+  <head>
+    <title>Cooking techniques</title>  
+  </head>   
+  <body>     
+    <h1>Cooking techniques</h1>     
+    <p>       
+      ... some text here ...     
+    </p>           
+    <h2>Cooking with oil</h2> 
+    <p> 
+        ... text of the section ...     
+    </p>           
+    <h2>Cooking with butter</h2>       
+    <p>
+        ... text of the section ...     
+    </p>   
+  </body> 
+</html>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that the content is divided into separate sections
      2. + +
    2. Check that each section on the page starts with a heading.
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • For 2.4.1 check #2 is true.
      • + +
    • For 2.4.10 checks #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H70.html b/wcag21/techniques/html/H70.html new file mode 100644 index 0000000..d089ecf --- /dev/null +++ b/wcag21/techniques/html/H70.html @@ -0,0 +1,150 @@ + + + + + H70: Using frame elements to group blocks of repeated material + + + + + + + +

    Using frame elements to group blocks of repeated material

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML documents that use frames

    +

    This technique relates to Success Criterion 2.4.1: Bypass Blocks (Sufficient, together with H64: Using the title attribute of the frame and iframe elements as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to demonstrate how framesets can be used to group + blocks of repeated material. Since most user agents and assistive technology provide + a + way to navigate from frame to frame, using frames to organize elements can provide + a + mechanism for easily bypassing blocks of repeated content. If the site uses framesets, + organize the blocks of content into separate frames. Make certain that the repeated + blocks of content appear in the same frame within the frameset of each Web page. In + addition, each frame element must have a title attribute to describe the content of + the + frame. When frames are properly titled, users can use frame navigation to easily + navigate between blocks of content. +

    +

    This technique is appropriate when framesets are already used to organize the content + of the page; other techniques are preferred for pages that are not already using + framesets, because many people using assistive technology have trouble with frames + . An + advisory technique about using noframes is available in Success Criterion 1.1.1. +

    +

    In HTML5 the frame element is marked as obsolete. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    The following example shows the use of two frames to organize content. The source + of the first frame is the Web page, navigation.html, which contains the HTML for the + navigation. This frame has a title attribute which identifies it as a navigation + bar. The second frame contains the main content of the site as indicated by the + source parameter of main.html and the title attribute, "Main News Content" which + identifies its function. + 

    <frameset cols="20%, *">
+  <frame src="navigation.html" name="navbar" title="Navigation Bar" />
+  <frame src="main.html" name="maincontent" title="Main News Content" />
+  <noframes>
+    <p>View <a href="noframe.html">no frame version</a>.</p>
+  </noframes>
+</frameset>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    If the Web page uses frames to organize content:

    + +
      + +
    1. Check if repeated blocks of content are organized into separate frames.
      2. + +
    2. Check that the frames with repeated content appear in the same location within + each frameset. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H71.html b/wcag21/techniques/html/H71.html new file mode 100644 index 0000000..b7f188e --- /dev/null +++ b/wcag21/techniques/html/H71.html @@ -0,0 +1,247 @@ + + + + + H71: Providing a description for groups of form controls using fieldset and legend + elements + + + + + + + + +

    Providing a description for groups of form controls using fieldset and legend + elements +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to provide a semantic grouping for related form + controls. This allows users to understand the relationship of the controls and interact + with the form more quickly and effectively. +

    +

    Form controls can be grouped by enclosing them within the fieldset element. All controls within a given fieldset are then related. The first element inside the fieldset must be a legend element, which provides a label or description for the group. Authors should avoid + nesting fieldsets unnecessarily, as this can lead to confusion. +

    +

    Grouping controls is most important for related radio buttons and checkboxes. A set + of radio buttons or checkboxes is related when they all submit values for a single + named field. They work in the same way as selection lists, allowing the user to choose + from a set of options, except selection lists are single controls while radio buttons + and checkboxes are multiple controls. The individual label associated with each radio + or checkbox control may not fully convey the group's descriptive context. In this + situation, it is essential that they be grouped together semantically to facilitate + being treated as a single control, as well as to provide an additional group level + description. Often, user agents will present the value of the legend before the label of each control to provide this description, as well as to remind + users that they are part of the same group. +

    +

    It can also be useful to group other sets of controls less tightly related than radio + buttons and checkboxes. For instance, several fields that collect a user's address + might be grouped together with a legend of "Address", thus providing a group level + description for these controls. As a rule of thumb, it can be said that where a group + of controls within a larger form requires an additional heading to provide a description + specific to that particular group, the use of fieldset and legend elements is appropriate. +

    +

    However, when a group of related radio buttons or checkboxes (even having values for + a single named field) includes clear instructions and distinct selections (i.e. where + the individual label associated with each particular control provides a sufficient + description), the use of the fieldset and legend elements is not required. + is sufficient in this case. +

    +

    Authors sometimes avoid using the fieldset element because of the default display in the browser, which draws a border around + the grouped controls. This visual grouping is also useful and authors should seriously + consider retaining it (or some form of visual grouping). The visual effect can be + modified in CSS by overriding the "border" property of the fieldset and the "position" property of the legend. +

    +
    +
    +

    Examples

    +
    +

    Example 1: A multiple choice test

    +

    This example shows a test item with one question and five possible answers. Each + answer is represented by a radio button ( + input + type="radio"). The radio + buttons are contained within a fieldset. The test question is tagged + with the legend element. + 

    <fieldset>
+  <legend>The play <cite>Hamlet</cite> was written by:</legend>
+  <input type="radio" id="shakesp" name="hamlet" checked="checked" value="a">
+  <label for="shakesp">William Shakespeare</label><br />
+  <input type="radio" id="kipling" name="hamlet" value="b">
+  <label for="kipling">Rudyard Kipling</label><br />
+  <input type="radio" id="gbshaw" name="hamlet" value="c">
+  <label for="gbshaw">George Bernard Shaw</label><br />
+  <input type="radio" id="hem" name="hamlet" value="d">
+  <label for="hem">Ernest Hemingway</label><br />
+  <input type="radio" id="dickens" name="hamlet" value="e">
+  <label for="dickens">Charles Dickens</label>
+</fieldset>
    +
    +

    Example 2: A set of checkboxes

    +

    The User Profile page for a Web site allows users to indicate their interests by + selecting multiple checkboxes. Each checkbox ( + input + type="checkbox") + has a label. The checkboxes are contained within a + fieldset, and the legend element contains the prompt for + the entire group of checkboxes. + 

    <fieldset>
+  <legend>I am interested in the following (check all that apply):</legend>
+  <input type="checkbox" id="photo" name="interests" value="ph">
+  <label for="photo">Photography</label><br />
+  <input type="checkbox" id="watercol" name="interests" checked="checked" value="wa">
+  <label for="watercol">Watercolor</label><br />
+  <input type="checkbox" id="acrylic" name="interests" checked="checked" value="ac">
+  <label for="acrylic">Acrylic</label>
+  …
+</fieldset>
    +
    +

    Example 3: Radio buttons submitting to the same named field

    +

    This example requests the user to choose a single philosopher. Note that each field + has the same "name" attribute, indicating these radio buttons are related (they all submit the same + field), and should be grouped as shown. Also note that while the "name" attributes are the same, the "id" attributes must be unique. + 

    <form action="http://example.com/vote" method="post">
+  <fieldset>
+    <legend>Your preferred philosopher</legend>
+    <input type="radio" name="philosopher" id="philosopher_socrates" value="socrates"/>
+    <label for="philosopher_socrates">Socrates</label>
+    <input type="radio" name="philosopher" id="philosopher_plato" value="plato"/>
+    <label for="philosopher_plato">Plato</label>
+    <input type="radio" name="philosopher" id="philosopher_aristotle" value="aristotle"/>
+    <label for="philosopher_aristotle">Aristotle</label>
+  </fieldset>
+  </form>
    +
    Note
    +
    + +

    Groups of related checkboxes work in the same way, except the user is allowed to express + more than one preference for the field. +

    + +
    +
    +
    +
    +

    Example 4: Logically related controls

    +

    In this example, form fields for residential and postal addresses are distinguished + by the value of the legend in each fieldset grouping. + 

    <form action="http://example.com/adduser" method="post">
+   <fieldset>
+     <legend>Residential Address</legend>
+     <label for="raddress">Address: </label>
+     <input type="text" id="raddress" name="raddress" />
+     <label for="rzip">Postal/Zip Code: </label>
+     <input type="text" id="rzip" name="rzip" />
+     ...more residential address information...
+   </fieldset>
+   <fieldset>
+     <legend>Postal Address</legend>
+     <label for="paddress">Address: </label>
+     <input type="text" id="paddress" name="paddress" />
+     <label for="pzip">Postal/Zip Code: </label>
+     <input type="text" id="pzip" name="pzip" />
+     ...more postal address information...
+   </fieldset>
+</form>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For groups of related controls where the individual labels for each control do not + provide a sufficient description, and an additional group level description is needed, +

    + +
      + +
    1. Check that the group of logically related input or select elements are contained within fieldset elements. +
      2. + +
    2. Check that each fieldset has a legend element that includes a description for that group. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All of the above checks are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H73.html b/wcag21/techniques/html/H73.html new file mode 100644 index 0000000..378cedd --- /dev/null +++ b/wcag21/techniques/html/H73.html @@ -0,0 +1,192 @@ + + + + + H73: Using the summary attribute of the table element to give an overview of data + tables + + + + + + + + +

    Using the summary attribute of the table element to give an overview of data + tables +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML 4.01, XHTML 1.x

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide a brief overview of how data has been + organized into a table or a brief explanation of how to navigate the table. The summary attribute of the table element makes this information available to people who use screen readers; the information + is not displayed visually. +

    +

    The summary is useful when the table has a complex structure (for example, + when there are several sets of row or column headers, or when there are multiple groups + of columns or rows). The summary may also be helpful for simple data tables + that contain many columns or rows of data. +

    +

    The summary attribute may be used whether or not the table includes a + caption element. If both are used, the summary should not + duplicate the caption. +

    +
    +
    Note
    +
    +

    In HTML5 the summary attribute is obsolete. Assistive technologies may or may not continue to support + the attribute. Authors should consider alternatives and only use with caution. +

    +
    +
    +
    +
    Note
    +
    + +

    Although WCAG 2 does not prohibit the use of layout tables, CSS-based layouts are + recommended in order to retain the defined semantic meaning of the HTML table + elements and to conform to the coding practice of separating presentation from content. + However, if a layout table is used, then the summary attribute is not used or + is null. The purpose of a layout table is simply to control the placement of content; + the table itself is “transparent" to the user. A summary would “break" this + transparency by calling attention to the table. A null summary + (summary="") on layout tables is acceptable. See F46: Failure of Success Criterion 1.3.1 due to using th elements, layout tables for details. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1: A data table with a summary but no caption

    +

    This example shows a bus schedule. The route number and direction are included in + the summary along with information on how to use the schedule. + 

    <table summary="Schedule for Route 7 going downtown. Service begins 
+at 4:00 AM and ends at midnight. Intersections are listed in the top row. 
+Find the intersection closest to your starting point or destination, then read 
+down that column to find out what time the bus leaves that intersection.">
+  <tr>
+    <th scope="col">State & First</th>
+    <th scope="col">State & Sixth</th>
+    <th scope="col">State & Fifteenth</th>
+    <th scope="col">Fifteenth & Morrison</th>
+  </tr>
+  <tr>
+    <td>4:00</td>
+    <td>4:05</td>
+    <td>4:11</td>
+    <td>4:19</td>
+  </tr>
+  …
+</table>
    +
    +

    Example 2: A data table with both a summary and a caption + +

    +

    In this example both a summary attribute and a caption + element are used. The caption identifies the bus route. The + summary helps users who are blind understand how to use the schedule. + Screen readers read the caption, followed by the + summary. + 

    <table summary="Intersections are listed in row 1. 
+Find the intersection closest to your starting point 
+or destination, then read down that column to find 
+out what time the bus leaves that intersection.  
+Service begins at 4:00 AM and ends at midnight.">
+  <caption>Route 7 Downtown (Weekdays)</caption>
+…
+</table>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each data table:

    + +
      + +
    1. If a summary is present, check that the summary + attribute describes the table's organization or explains how + to use the table +
      2. + +
    2. If both a summary attribute and a caption element are present + for the data table, check that the summary does not + duplicate the caption. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H74.html b/wcag21/techniques/html/H74.html new file mode 100644 index 0000000..5617c8c --- /dev/null +++ b/wcag21/techniques/html/H74.html @@ -0,0 +1,155 @@ + + + + + H74: Ensuring that opening and closing tags are used according to specification + + + + + + + +

    Ensuring that opening and closing tags are used according to specification

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 4.1.1: Parsing (Sufficient, together with H93: Ensuring that id attributes are unique on a Web page and H94: Ensuring that elements do not contain duplicate attributes as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to avoid key errors that are known to cause + problems for assistive technologies when they are trying to parse content which involve + having opening and closing tags that are not used according to specification. These + errors can be avoided by using the HTML or XHTML mechanism to specify the technology + and + technology version, and making sure the Web page does not have these types of errors + in + it. There are several validators that the developer can use: validation reports + generally mention these types of errors. This technique deals only with errors related + to incorrectly formed opening and closing tags. The document type declaration is not + strictly necessary for this type of evaluation, but specifying the document type + declaration makes it easier to use a validator. +

    +
    +
    +

    Examples

    +
    +

    Example 1: HTML

    +

    HTML pages include a document type declaration (sometimes referred to as + !DOCTYPE statement). The developer can use offline or online + validators (see Resources below) to check that all id attribute values are unique + and that opening and closing tags are used according to the specification. +

    +
    +
    Note
    +
    +

    The specification for which elements require closing tags has changed with the introduction + of HTML5. +

    +
    +
    +
    +
    +

    Example 2: XHTML

    +

    Like other XML-based documents, XHTML documents reference a Document Type + Definition (DTD) or other type of XML schema. The developer can use online or + offline validators (including validation tools built into editors) to check that + opening and closing tags are used according to the specification. +

    +
    +
    +

    Example 3: Using test frameworks

    +

    When a Website generates HTML or XHTML dynamically instead of serving only static + pages, a + developer can use XHTMLUnit, + XML Test Suite or a similar + framework to test the generated XHTML code. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +

    For other resources, see G134: Validating Web pages. +

    +
    +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that there are closing tags for all elements with required closing tags. + +
      2. + +
    2. Check that there are no closing tags for all elements where closing tags are + forbidden. +
      3. + +
    3. Check that opening and closing tags for all elements are correctly nested.
      4. + +
    + +
    +
    +

    Expected Results

    + +

    Steps 1, 2, and 3 are true.

    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H75.html b/wcag21/techniques/html/H75.html new file mode 100644 index 0000000..5fe8d95 --- /dev/null +++ b/wcag21/techniques/html/H75.html @@ -0,0 +1,143 @@ + + + + + H75: Ensuring that Web pages are well-formed + + + + + + + +

    Ensuring that Web pages are well-formed

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Any XML-based markup languages.

    +

    This technique relates to Success Criterion 4.1.1: Parsing (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to avoid key errors that are known to cause + problems for assistive technologies when they are trying to parse contents. + Well-formedness is checked by parsing the document with a conforming XML parser and + checking if the validation report mentions well-formedness errors. Every conforming + XML + parser is required to check well-formedness and stop normal processing when a + well-formedness error is found (a conforming XML parser does not need to support + validation). +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    XML files include a document type declaration, a xsi:schemaLocation attribute or + other type of reference to a schema. The developer can use off-line or online + validators, an XML editor or an IDE with XML support (see Resources below) to check + well-formedness. +

    +
    +
    +

    Example 2

    +

    When XML files do not include a document type declaration, a xsi:schemaLocation + attribute or a processing instruction referencing a schema even though there is a + schema for them, the relevant schema is specified by a command line instruction, a + user dialog or a configuration file, and the XML files are checked against the + schema. +

    +
    +
    +

    Example 3

    +

    When XML files do not include a document type declaration, a xsi:schemaLocation + attribute or a processing instruction referencing a schema even though there is a + schema for them, the namespace is dereferenced to retrieve a schema document or + resource directory (Resource Directory Description Language: RDDL), and the XML files are checked against the + schema. +

    +
    +
    +

    Example 4

    +

    When a Website generates XML dynamically instead of serving only static documents, + a developer can use XMLUnit, XML Test Suite or a similar + framework to test the generated XML code. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +

    For other resources, see G134: Validating Web pages. +

    +
    +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Load each file into a validating XML parser.
      2. + +
    2. Check that there are no well-formedness errors.
      3. + +
    + +
    +
    +

    Expected Results

    + +

    Step 2 is true.

    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H76.html b/wcag21/techniques/html/H76.html new file mode 100644 index 0000000..612b299 --- /dev/null +++ b/wcag21/techniques/html/H76.html @@ -0,0 +1,126 @@ + + + + + H76: Using meta refresh to create an instant client-side redirect + + + + + + + +

    Using meta refresh to create an instant client-side redirect

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 3.2.5: Change on Request (Sufficient as a way to meet G110: Using an instant client-side redirect). +

    +
    +
    +

    Description

    +

    The objective of this technique is to enable redirects on the client side without + confusing the user. Redirects are preferably implemented on the server side (see SVR1: Implementing automatic redirects on the server side instead of on the client side), but authors do not always have control over + server-side technologies. +

    +

    In HTML and XHTML, one can use the meta element with the value of + the http-equiv attribute set to "Refresh" and the value of the + content attribute set to "0" (meaning zero seconds), followed by the URI + that the browser should request. It is important that the time-out is set to zero, + to + avoid that content is displayed before the new page is loaded. The page containing + the + redirect code should only contain information related to the redirect. +

    +
    +
    +

    Examples

    +
    +

    Example 1

     <html xmlns="http://www.w3.org/1999/xhtml">    
+  <head>      
+    <title>The Tudors</title>      
+    <meta http-equiv="refresh" content="0;URL='http://thetudors.example.com/'" />    
+  </head>    
+  <body> 
+    <p>This page has moved to a <a href="http://thetudors.example.com/">
+      theTudors.example.com</a>.</p> 
+  </body>  
+</html>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Find all meta elements in the document. +
      2. + +
    2. For each meta element, check if it contains the attribute + http-equiv with value "refresh" (case-insensitive) and the + content attribute with a number greater than 0 followed by + ;'URL=anyURL' (where anyURL stands for the URI that should replace + the current page). +
      3. + +
    + +
    +
    +

    Expected Results

    + +

    Step 2 is false.

    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H77.html b/wcag21/techniques/html/H77.html new file mode 100644 index 0000000..c6790c1 --- /dev/null +++ b/wcag21/techniques/html/H77.html @@ -0,0 +1,173 @@ + + + + + H77: Identifying the purpose of a link using link text combined with its enclosing + list item + + + + + + + + +

    Identifying the purpose of a link using link text combined with its enclosing + list item +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    All technologies that contain links.

    +

    This technique relates to Success Criterion 2.4.4: Link Purpose (In Context) (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to identify the purpose of a link from the link + and + its list item context. The list item enclosing the link provides context for an + otherwise unclear link when the list item is the nearest enclosing block-level ancestor + element. The description lets a user distinguish this link from links in the Web page + that lead to other destinations and helps the user determine whether to follow the + link. + Note that simply providing the URI of the destination is generally not sufficiently + descriptive. +

    +
    +
    Note
    +
    + +

    These descriptions will be most useful to the user if the additional information + needed to understand the link precedes the link. If the additional information follows + the link, there can be confusion and difficulty for screen reader users who are + reading through the page in order (top to bottom). +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1

    <ul>
+  <li>
+    Check out the video report for last year's 
+    <a href="festival.htm">National Folk Festival</a>.
+  </li>
+  <li>
+    <a href="listen.htm">Listen to the instruments</a>
+  </li>
+  <li>
+    Guitar Man: George Golden talks about 
+    <a href="mkguitars.htm">making guitars</a>.
+  </li>
+</ul>
    +
    +

    Example 2: A list of video games for download

    <ul>
+  <li>
+    <a href="tomb_raider.htm">Tomb Raider: Legend</a>
+    <a href="tomb_raider_images.htm">See Images</a>
+    <a href="tomb_raider.mpeg">(Download Demo)</a>
+  </li>
+  <li>
+    <a href="fear_extraction.htm">F.E.A.R. Extraction Point</a>
+    <a href="fear_extraction_images.htm">See Images</a>
+    <a href="fear_extraction.mpeg">(Download Demo)</a>
+  </li>
+  <li>
+    <a href="call_of_duty.htm">Call of Duty 2</a>
+    <a href="call_of_duty_images.htm">See Images</a>
+    <a href="call_of_duty.mpeg">(Download Demo)</a>
+  </li>
+  <li>
+    <a href="Warhammer 40K.htm">Warhammer 40K</a>
+    <a href="warhammer_40k_images.htm">See Images</a>
+    <a href="Warhammer_40k.mpeg">(Download Demo)</a>
+  </li>
+</ul>
    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each link in the content that uses this technique:

    + +
      + +
    1. Check that the link is part of a list item.
      2. + +
    2. Check that text of the link combined with the text of its enclosing list item + describes the purpose of the link. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • The above checks are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H78.html b/wcag21/techniques/html/H78.html new file mode 100644 index 0000000..b464821 --- /dev/null +++ b/wcag21/techniques/html/H78.html @@ -0,0 +1,151 @@ + + + + + H78: Identifying the purpose of a link using link text combined with its enclosing + paragraph + + + + + + + + +

    Identifying the purpose of a link using link text combined with its enclosing + paragraph +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    All technologies that contain links.

    +

    This technique relates to Success Criterion 2.4.4: Link Purpose (In Context) (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to identify the purpose of a link from the link + in + its paragraph context. The paragraph enclosing the link provides context for an + otherwise unclear link when the paragraph is the nearest enclosing block-level ancestor + element. The description lets a user distinguish this link from links in the Web page + that lead to other destinations and helps the user determine whether to follow the + link. + Note that simply providing the URI of the destination is generally not sufficiently + descriptive. +

    +
    +
    Note
    +
    + +

    These descriptions will be most useful to the user if the additional information + needed to understand the link precedes the link. If the additional information follows + the link, there can be confusion and difficulty for screen reader users who are + reading through the page in order (top to bottom). +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    Announcements column on a Folk Festival Web page.

    <h3>The final 15</h3>
+<p>Coming soon to a town near you...the final 15 in the 
+National Folk Festival lineup.
+<a href="final15.html">[Read more...]</a>
+</p>
+
+<h3>Folk artists get awards</h3>
+<p>Performers from the upcoming National Folk Festival receive 
+ National Heritage Fellowships. 
+ <a href="nheritage.html">[Read more...]</a>
+</p>
+…
    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each link in the content that uses this technique:

    + +
      + +
    1. Check that the link is part of a paragraph.
      2. + +
    2. Check that text of the link combined with the text of its enclosing paragraph + describes the purpose of the link. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • The above checks are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H79.html b/wcag21/techniques/html/H79.html new file mode 100644 index 0000000..441ca9c --- /dev/null +++ b/wcag21/techniques/html/H79.html @@ -0,0 +1,170 @@ + + + + + H79: Identifying the purpose of a link in a data table using the link text combined with + its enclosing table cell and associated table header cells + + + + + + + + +

    Identifying the purpose of a link in a data table using the link text combined with + its enclosing table cell and associated table header cells +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    All technologies that contain links.

    +

    This technique relates to Success Criterion 2.4.4: Link Purpose (In Context) (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to identify the purpose of a link from the link + in + its data table context. This context is the table cell enclosing the link and the + cell's + associated table header cells. The data table context provides the purpose for an + otherwise + unclear link when the table cell is the nearest enclosing block-level ancestor element. + It lets a user distinguish this link from other links in the Web page that lead to + other + destinations and helps the user determine whether to follow the link. Note that simply + providing the URI of the destination is not sufficiently descriptive for people with + disabilities, especially those with cognitive disabilities. +

    +
    +
    +

    Examples

    +
    +

    Example 1: A table of rental car choices

     <table>
+<tr>
+  <th></th>
+  <th scope="col">Alamo</th>
+  <th scope="col">Budget</th>
+  <th scope="col">National</th>
+  <th scope="col">Avis</th>
+  <th scope="col">Hertz</th>
+</tr>
+<tr>
+  <th scope="row">Economy cars</th>
+  <td><a href="econ_ala.htm">$67/day</a></td>
+  <td><a href="econ_bud.htm">$68/day</a></td>
+  <td><a href="econ_nat.htm">$72/day</a></td>
+  <td><a href="econ_av.htm">$74/day</a></td>
+  <td><a href="econ_hz.htm">$74/day</a></td>
+</tr>
+<tr>
+  <th scope="row">Compact cars</th>
+  <td><a href="comp_ala.htm">$68/day</a></td>
+  <td><a href="comp_bud.htm">$69/day</a></td>
+  <td><a href="comp_nat.htm">$74/day</a></td>
+  <td><a href="comp_av.htm">$76/day</a></td>
+  <td><a href="comp_hz.htm">$76/day</a></td>
+</tr>
+<tr>
+  <th scope="row">Mid-sized cars</th>
+  <td><a href="mid_ala.htm">$79/day</a></td>
+  <td><a href="mid_bud.htm">$80/day</a></td>
+  <td><a href="mid_nat.htm">$83/day</a></td>
+  <td><a href="mid_av.htm">$85/day</a></td>
+  <td><a href="mid_hz.htm">$85/day</a></td>
+</tr>
+<tr>
+  <th scope="row">Full-sized cars</th>
+  <td><a href="full_ala.htm">$82/day</a></td>
+  <td><a href="full_bud.htm">$83/day</a></td>
+  <td><a href="full_nat.htm">$89/day</a></td>
+  <td><a href="full_av.htm">$91/day</a></td>
+  <td><a href="full_hz.htm">$91/day</a></td>
+</tr>
+</table>
    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each link in the content that uses this technique:

    + +
      + +
    1. Check that the link is in a table cell.
      2. + +
    2. Check that text of the link combined with the text of the associated table + header cells describes the purpose of the link. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • The above checks are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H80.html b/wcag21/techniques/html/H80.html new file mode 100644 index 0000000..ebe361a --- /dev/null +++ b/wcag21/techniques/html/H80.html @@ -0,0 +1,168 @@ + + + + + H80: Identifying the purpose of a link using link text combined with the preceding + heading element + + + + + + + + +

    Identifying the purpose of a link using link text combined with the preceding + heading element +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 2.4.4: Link Purpose (In Context) (Advisory). +

    +
    +
    +

    Description

    +

    The objective of this technique is to describe the purpose of a link from the context + provided by its heading context. The preceding heading provides context for an otherwise + unclear link. The description lets a user distinguish this link from links in the + Web + page that lead to other destinations and helps the user determine whether to follow + the + link. +

    +
    +
    Note
    +
    + +

    Whenever possible, provide link text that identifies the purpose of the link without + needing additional context. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1: Blocks of information on hotels

    +

    The information for each hotel consists of the hotel name, a description and a + series of links to a map, photos, directions, guest reviews and a booking form. + 

    <h2><a href="royal_palm_hotel.html">Royal Palm Hotel</a></h2>
+  <ul class="horizontal">
+    <li><a href="royal_palm_hotel_map.html">Map</a></li>
+    <li><a href="royal_palm_hotel_photos.html">Photos</a></li>
+    <li><a href="hroyal_palm_hotel_directions.html">Directions</a></li>
+    <li><a href="royal_palm_hotel_reviews.html">Guest reviews</a></li>
+    <li><a href="royal_palm_hotel_book.html">Book now</a></li>
+  </ul>
+
+<h2><a href="hotel_three_rivers.html">Hotel Three Rivers</a></h2>
+  <ul class="horizontal">
+    <li><a href="hotel_three_rivers_map.html">Map</a></li>
+    <li><a href="hotel_three_rivers_photos.html">Photos</a></li>
+    <li><a href="hotel_three_rivers_directions.html">Directions</a></li>
+    <li><a href="hotel_three_rivers_reviews.html">Guest reviews</a></li>
+    <li><a href="hotel_three_rivers_book.html">Book now</a></li>
+  </ul>
    +
    +

    Example 2: A document provided in three formats

    <h2>Annual Report 2006-2007</h2>
+<p> 
+  <a href="annrep0607.html">(HTML)</a>&nbsp;
+  <a href="annrep0607.pdf">(PDF)</a>&nbsp;
+  <a href="annrep0607.rtf">(RTF)</a>
+</p>
    +
    +

    Example 3: Newspaper Web site

    <div class="card-link">
+   <h2><a href="Stockmarket_05052007.htm>Stock market soars as bullishness prevails</a></h2>
+   <p>this week was a stellar week for the stock market as investing in gold rose 2%.</p>
+</div>

    A script is used to find each element with a class of card-link and append an additional paragraph with a "Read more" link at the end of the div + with the class .card-link that goes to the same location as the link in the heading. +

    +
    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each link in the content that uses this technique:

    + +
      + +
    1. Find the heading element that precedes the link
      2. + +
    2. Check that the text of the link combined with the text of that heading describes + the purpose of the link. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #2 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H81.html b/wcag21/techniques/html/H81.html new file mode 100644 index 0000000..14bf859 --- /dev/null +++ b/wcag21/techniques/html/H81.html @@ -0,0 +1,181 @@ + + + + + H81: Identifying the purpose of a link in a nested list using link text combined with + the parent list item under which the list is nested + + + + + + + + +

    Identifying the purpose of a link in a nested list using link text combined with + the parent list item under which the list is nested +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 2.4.4: Link Purpose (In Context) (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to describe the purpose of a link in a nested list + from the context provided by the list item under which the list is nested. This list + item provides context for an otherwise unclear link. The description lets a user + distinguish this link from links in the Web page that lead to other destinations and + helps the user determine whether to follow the link. +

    +

    Because current assistive technologies do not include commands to query contextual + information provided by parent list items, use of this technique requires users to + navigate the list one item at a time. Therefore, this technique may not be appropriate + for very long or deeply nested lists. +

    +
    +
    Note
    +
    + +

    Whenever possible, provide link text that identifies the purpose of the link without + needing additional context. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1: A document provided in three formats

    <ul>
+<li>Annual Report 2005-2006
+  <ul> 
+  <li><a href="annrep0506.html">(HTML)</a></li>
+  <li><a href="annrep0506.pdf">(PDF)</a></li>
+  <li><a href="annrep0506.rtf">(RTF)</a></li>
+  </ul>
+</li>
+<li>Annual Report 2006-2007
+  <ul> 
+  <li><a href="annrep0607.html">(HTML)</a></li>
+  <li><a href="annrep0607.pdf">(PDF)</a></li>
+  <li><a href="annrep0607.rtf">(RTF)</a></li>
+  </ul>
+</li>
+</ul>
    +
    +

    Example 2: Blocks of information on hotels

    +

    The information for each hotel consists of the hotel name, a description and a + series of links to a map, photos, directions, guest reviews and a booking form. + 

    <ul>
+<li><a href="royal_palm_hotel.html">Royal Palm Hotel</a>
+  <ul class="horizontal">
+    <li><a href="royal_palm_hotel_map.html">Map</a></li>
+    <li><a href="royal_palm_hotel_photos.html">Photos</a></li>
+    <li><a href="hroyal_palm_hotel_directions.html">Directions</a></li>
+    <li><a href="royal_palm_hotel_reviews.html">Guest reviews</a></li>
+    <li><a href="royal_palm_hotel_book.html">Book now</a></li>
+  </ul>
+</li>
+<li><a href="hotel_three_rivers.html">Hotel Three Rivers</a>
+  <ul class="horizontal">
+    <li><a href="hotel_three_rivers_map.html">Map</a></li>
+    <li><a href="hotel_three_rivers_photos.html">Photos</a></li>
+    <li><a href="hotel_three_rivers_directions.html">Directions</a></li>
+    <li><a href="hotel_three_rivers_reviews.html">Guest reviews</a></li>
+    <li><a href="hotel_three_rivers_book.html">Book now</a></li>
+  </ul>
+</li>
+</ul>
    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each link in the content that uses this technique:

    + +
      + +
    1. Find the ul or ol element that contains the link +
      2. + +
    2. Check that this list element (ul, ol) is a descendant of an + li element +
      3. + +
    3. Check that the text of the link combined with the text of that li element + describes the purpose of the link. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • The above checks are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H83.html b/wcag21/techniques/html/H83.html new file mode 100644 index 0000000..cb60abb --- /dev/null +++ b/wcag21/techniques/html/H83.html @@ -0,0 +1,124 @@ + + + + + H83: Using the target attribute to open a new window on user request and indicating this + in link text + + + + + + + + +

    Using the target attribute to open a new window on user request and indicating this + in link text +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML5, HTML 4.01 Transitional, and XHTML 1.0 Transitional

    +

    This technique relates to Success Criterion 3.2.5: Change on Request (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to avoid confusion that may be caused by the appearance + of new windows that were not requested by the user. Suddenly opening new windows can + disorient users or be missed completely by some. In HTML5, HTML 4.01 Transitional, + and XHTML 1.0 Transitional, the target attribute can be used to open a new window, instead of automatic pop-ups. (The target attribute is deleted from HTML 4.01 Strict and XHTML 1.0 Strict.) Note that not using + the target allows the user to decide whether a new window should be opened or not. Use of the + target attribute provides an unambiguously machine-readable indication that a new window + will open. User agents can inform the user, and can also be configured not to open + the new window. For those not using assistive technology, the indication would also + be available from the link text. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    The following example illustrates the use of the target attribute in a link that indicates it will open in a new window. + 

    <a href="help.html" target="_blank">Show Help (opens new window)</a>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Activate each link in the document to check if it opens a new window.
      2. + +
    2. For each link that opens a new window, check that it uses the target attribute. +
      3. + +
    3. Check that the link text contains information indicating that the link will open in + a new window. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #2 and #3 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H84.html b/wcag21/techniques/html/H84.html new file mode 100644 index 0000000..e6f7749 --- /dev/null +++ b/wcag21/techniques/html/H84.html @@ -0,0 +1,147 @@ + + + + + H84: Using a button with a select element to perform an action + + + + + + + +

    Using a button with a select element to perform an action

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 3.2.2: On Input (Sufficient as a way to meet G80: Providing a submit button to initiate a change of context). +

    +
    +
    +

    Description

    +

    The objective of this technique is to allow the user to control when an action is + performed, rather than having the action occur as a side effect of choosing a value + for the select element. The user may inspect the different values of the select element, or may accidentally choose the wrong value, without causing the action to + occur. When the user is satisfied with their choice, they select the button to perform + the action. +

    +

    This is particularly important for users who are choosing the value of the select element via the keyboard, since navigating through the options of the select element changes the value of the control. +

    +
    +
    +

    Examples

    +
    +

    Example 1: A Calendar

    +

    A Web page lets the user choose any month of any year and display the calendar for + that month. After the user has set the month and year, he displays the calendar by + pressing the "Show" button. This example relies on client-side scripting to implement + the action. + 

    +<label for="month">Month:</label>
+<select name="month" id="month">
+  <option value="1">January</option>
+  <option value="2"> February</option>
+  ...
+  <option value="12">December</option>
+</select> 
+<label for="year">Year:</label>
+<input type="text" name="year" id="year">
+<input type="button" value="Show" onclick = "...">
    +
    +

    Example 2: Choosing an action

    +

    A select element contains a list of possible actions. The action is not performed until the + user presses the "Do it" button. + 

    +<form action="http://somesite.com/action" method="post">
+  <label for="action">Options:</label>
+  <select name="action" id="action">
+    <option value="help">Help</option>
+    <option value="reset">Reset</option>
+    <option value="submit">Submit</option>
+  </select> 
+  <button type="submit" name="submit" value="submit">Do It </button>
+</form>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each select element/button element combination: +

    + +
      + +
    1. Check that focus (including keyboard focus) on an option in the select element does not result in any actions +
      2. + +
    2. Check that selecting the button performs the action associated with the current select value +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All checks are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H85.html b/wcag21/techniques/html/H85.html new file mode 100644 index 0000000..76e7610 --- /dev/null +++ b/wcag21/techniques/html/H85.html @@ -0,0 +1,198 @@ + + + + + H85: Using OPTGROUP to group OPTION elements inside a SELECT + + + + + + + +

    Using OPTGROUP to group OPTION elements inside a SELECT

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML pages that collect user input.

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to group items in a selection list. A selection + list is a set of allowed values for a form control such as a multi-select list or + a combo box. Often, selection lists have groups of related options. Those groups should + be semantically identified, rather than simply delimiting the groups with "dummy" + list entries. This allows user agents to collapse the options by group to support + quicker skimming of the options, and to indicate in what group an option of interest + is located. It also helps to visually break up long lists so that users can more easily + locate the option(s) they are interested in. +

    +

    In HTML, the select element is used to create both multi-select lists and combo boxes. The various allowed + options are each indicated with option elements. To group options together, use the optgroup element, with the related option elements inside that element. Label the group with the "label" attribute so users + will know what to expect inside the group. +

    +

    The optgroup element should be directly inside the select element, and the option elements directly inside the optgroup. It is possible for a select element to contain both single option elements and optgroup groups, though authors should consider if this is in fact the desired intent when + using this. It is not possible to nest the optgroup element, so only one level of grouping can be done within a select. +

    +

    If grouping information is essential to understanding the list, authors may define + option labels that can be understood even when the screen reader does not present the grouping + information provided by optgroup. +

    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    The following combo box collects data about favorite foods. Grouping by type allows + users to select their preference more quickly. + 

    +<form action="http://example.com/prog/someprog" method="post">
+    <label for="food">What is your favorite food?</label>
+    <select id="food" name="food">
+      <optgroup label="Fruits">
+        <option value="1">Apples</option>
+        <option value="3">Bananas</option>
+        <option value="4">Peaches</option>
+        <option value="5">...</option>
+      </optgroup>
+      <optgroup label="Vegetables">
+        <option value="2">Carrots</option>
+        <option value="6">Cucumbers</option>
+       <option value="7">...</option>
+     </optgroup>
+     <optgroup label="Baked Goods">
+       <option value="8">Apple Pie</option>
+       <option value="9">Chocolate Cake</option>
+       <option value="10">...</option>
+     </optgroup>
+   </select>
+</form>
    +
    +

    Example 2

    +

    The following example shows how a multi-select box can make use of the optrgroup element. + 

    +<form action="http://example.com/prog/someprog" method="post">
+    <label for="related_techniques"><strong>Related Techniques:</strong></label>
+    <select name="related_techniques" id="related_techniques" multiple="multiple" size="10">
+  <optgroup label="General Techniques">
+    <option value="G1">G1: Adding a link at the top of each page ... </option>
+    <option value="G4">G4: Allowing the content to be paused and restarted ... </option>
+    <option value="G5">G5: Allowing users to complete an activity without any time... </option>
+    <option value="G8">G8: Creating an extended audio description for the ... </option>
+    <option value="G9">G9: Creating captions for live synchronized media... </option>
+    <option value="G10">G10: Creating components using a technology that ... </option>
+  </optgroup>
+  <optgroup label="HTML Techniques">
+    <option value="H2">H2: Combining adjacent image and text links for the same ... </option>
+    <option value="H4">H4: Creating a logical tab order through links, form ... </option>
+    <option value="H24">H24: Providing text alternatives for the area ... </option>
+  </optgroup>
+  <optgroup label="CSS Techniques">
+    <option value="C6">C6: Positioning content based on structural markup... </option>
+    <option value="C7">C7: Using CSS to hide a portion of the link text... </option>
+  </optgroup>
+  <optgroup label="SMIL Techniques">
+    <option value="SM1">SM1: Adding extended audio description in SMIL 1.0... </option>
+    <option value="SM2">SM2: Adding extended audio description in SMIL 2.0... </option>
+    <option value="SM6">SM6: Providing audio description in SMIL 1.0... </option>
+  </optgroup>
+  <optgroup label="ARIA Techniques">
+    <option value="ARIA1">ARIA1: Using WAI-ARIA describedby... </option>
+    <option value="ARIA2">ARIA2: Identifying required fields with the "required"... </option>
+    <option value="ARIA3">ARIA3: Identifying valid range information with "valuemin" ... </option>
+  </optgroup>
+  <optgroup label="Common Failures">
+    <option value="F1">F1: Failure of SC 1.3.2 due to changing the meaning of content by... </option>
+    <option value="F2">F2: Failure of SC 1.3.1 due to using changes in text presentation... </option>
+    <option value="F3">F3: Failure of SC 1.1.1 due to using CSS to include images  ... </option>
+    <option value="F4">F4: Failure of SC 2.2.2 due to using text-decoration:blink ...</option>
+  </optgroup>
+</select>
+</form>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check the set of options within a selection list to see if there are groups of related + options. +
      2. + +
    2. If there are groups of related options, they should be grouped with optgroup. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #2 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H86.html b/wcag21/techniques/html/H86.html new file mode 100644 index 0000000..765cf37 --- /dev/null +++ b/wcag21/techniques/html/H86.html @@ -0,0 +1,183 @@ + + + + + H86: Providing text alternatives for ASCII art, emoticons, and leetspeak + + + + + + + +

    Providing text alternatives for ASCII art, emoticons, and leetspeak

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

    +
    +
    +

    Description

    +

    Before graphics became widely used on the internet, ASCII characters were often arranged + to form pictures or graphs. Although ASCII art is not used frequently on the Web anymore, + it must be remembered that, when it is used, it is very confusing to people who are + blind and accessing the internet using screen readers. If it is used it should also + have a text explanation of what the picture is. It is also suggested that there be + a link to skip over the ASCII art (although this is not required). +

    +

    Emoticons are very popular. They include ASCII characters that form facial expressions + and other ways to communicate an emotion. They can be confusing for screen reader + users. When possible it is better simply to use a word like "smile" instead of an + emoticon. But if emoticons are used they should have a text alternative. In some contexts, + blog and forum software for example, plug-ins are available that automatically convert + ASCII characters used as emoticons into HTML images with text alternatives. +

    +

    Leetspeak uses various combinations of characters, including numerals and special + characters, to replace standard characters. Leet has become a part of Internet culture + and slang. Leet is frequently used to beat text and spam filters. It is often incomprehensible + to blind people using screen readers, and therefore requires a text alternative in + order to conform to Success Criteria 1.1.1. +

    +
    +
    Note
    +
    + +

    Because support for this technique is limited, it is recommended that authors provide + the text alternative in text. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    The following shows three options for providing alternatives for an emoticon representing + "fright," which is made out of an equal sign followed by the number eight, a hyphen + and the number zero. + 

    +=8-0 (fright)
+
+<abbr title="fright">=8-0</abbr>
+
+<img src="fright.gif" alt="fright"/>
+
    +
    +

    Example 2

    +

    Here is ASCII art with an explanation of the picture preceding it. It includes a link + to skip over the ASCII art. Skip ASCII example. + 

    + Figure 1: ASCII art picture of a butterfly. 
+ <a href="#skipbutterfly">Skip ASCII image</a>
+                                 
+                                                                LLLLLLLLLLL
+                                                            __LLLLLLLLLLLLLL
+                                                           LLLLLLLLLLLLLLLLL
+                                                         _LLLLLLLLLLLLLLLLLL
+                                                        LLLLLLLLLLLLLLLLLLLL
+                                                      _LLLLLLLLLLLLLLLLLLLLL
+                                                      LLLLLLLLLLLLLLLLLLLLLL
+                                              L     _LLLLLLLLLLLLLLLLLLLLLLL
+                                             LL     LLLLLL~~~LLLLLLLLLLLLLL
+                                            _L    _LLLLL      LLLLLLLLLLLLL
+                                            L~    LLL~        LLLLLLLLLLLLL
+                                           LL   _LLL        _LL   LLLLLLLL
+                                          LL    LL~         ~~     ~LLLLLL
+                                          L   _LLL_LLLL___         _LLLLLL
+                                         LL  LLLLLLLLLLLLLL      LLLLLLLL
+                                         L  LLLLLLLLLLLLLLL        LLLLLL
+                                        LL LLLLLLLLLLLLLLLL        LLLLL~
+                  LLLLLLLL_______       L _LLLLLLLLLLLLLLLL     LLLLLLLL
+                         ~~~~~~~LLLLLLLLLLLLLLLLLLLLLLLLL~       LLLLLL
+                       ______________LLL  LLLLLLLLLLLLLL ______LLLLLLLLL_
+                   LLLLLLLLLLLLLLLLLLLL  LLLLLLLL~~LLLLLLL~~~~~~   ~LLLLLL
+             ___LLLLLLLLLL __LLLLLLLLLLLLL LLLLLLLLLLLLL____       _LLLLLL_
+          LLLLLLLLLLL~~   LLLLLLLLLLLLLLL   LLLLLLLLLLLLLLLLLL     ~~~LLLLL
+      __LLLLLLLLLLL     _LLLLLLLLLLLLLLLLL_  LLLLLLLLLLLLLLLLLL_       LLLLL
+     LLLLLLLLLLL~       LLLLLLLLLLLLLLLLLLL   ~L ~~LLLLLLLLLLLLL      LLLLLL
+   _LLLLLLLLLLLL       LLLLLLLLLLLLLLLLLLLLL_  LL      LLLLLLLLL   LLLLLLLLL
+  LLLLLLLLLLLLL        LLLLLLLLLLLLL~LLLLLL~L   LL       ~~~~~       ~LLLLLL
+ LLLLLLLLLLLLLLL__L    LLLLLLLLLLLL_LLLLLLL LL_  LL_            _     LLLLLL
+LLLLLLLLLLLLLLLLL~     ~LLLLLLLL~~LLLLLLLL   ~L  ~LLLL          ~L   LLLLLL~
+LLLLLLLLLLLLLLLL               _LLLLLLLLLL    LL  LLLLLLL___     LLLLLLLLLL
+LLLLLLLLLLLLLLLL              LL~LLLLLLLL~     LL  LLLLLLLLLLLL   LLLLLLL~
+LLLLLLLLLLLLLLLL_  __L       _L  LLLLLLLL      LLL_ LLLLLLLLLLLLLLLLLLLLL
+ LLLLLLLLLLLLLLLLLLLL        L~  LLLLLLLL      LLLLLLL~LLLLLLLLLLLLLLLL~
+  LLLLLLLLLLLLLLLLLLLL___L_ LL   LLLLLLL       LLLL     LLLLLLLLLLLLLL
+   ~~LLLLLLLLLLLLLLLLLLLLLLLL     LLLLL~      LLLLL        ~~~~~~~~~
+           LLLLLLLLLLLLLLLLLL_ _   LLL       _LLLLL
+               ~~~~~~LLLLLLLLLL~             LLLLLL
+                         LLLLL              _LLLLLL
+                         LLLLL    L     L   LLLLLLL
+                          LLLLL__LL    _L__LLLLLLLL
+                          LLLLLLLLLL  LLLLLLLLLLLL
+                           LLLLLLLLLLLLLLLLLLLLLL
+                            ~LLLLLLLLLLLLLLLLL~~
+                               LLLLLLLLLLLLL
+                                 ~~~~~~~~~
+<a name="skipbutterfly"></a>
    +
    +

    Example 3

    +

    The following is Leetspeak for "Austin Rocks". 

    +<abbr title="Austin Rocks">Au5t1N r0xx0rz</abbr>
    +
    +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Open the page in a common browser.
      2. + +
    2. Check to see that the content contains ASCII art, emoticons and/or leetspeak.
      3. + +
    3. Check that there is a text alternative immediately before or after all ASCII art, + emoticons and/or Leetspeak. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Test procedure #3 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H88.html b/wcag21/techniques/html/H88.html new file mode 100644 index 0000000..2fc5c1c --- /dev/null +++ b/wcag21/techniques/html/H88.html @@ -0,0 +1,173 @@ + + + + + H88: Using HTML according to spec + + + + + + + +

    Using HTML according to spec

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to use HTML and XHTML according to their respective + specifications. Technology specifications define the meaning and proper handling of + features of the technology. Using those features in the manner described by the specification + ensures that user agents, including assistive technologies, will be able to present + representations of the feature that are accurate to the author's intent and interoperable + with each other. +

    +

    At the time this technique was published, the appropriate versions of these technologies + is HTML 4.01 and XHTML 1.0. HTML 4.01 is the latest mature version of HTML, which + provides specific accessibility features and is widely supported by user agents. XHTML + 1.0 provides the same features as HTML 4.01, except that it uses an XML structure, + and has a more strict syntax than the HTML structure. Later versions of these technologies + are not mature and / or are not widely supported by user agents at this time. +

    +

    There are a few broad aspects to using HTML and XHTML according to their specification.

    +
      + +
    1. + Using only features that are defined in the specification HTML defines sets of elements, attributes, and attribute values that may be used + on Web pages. These features have specific semantic meanings and are intended to be + processed by user agents in particular ways. Sometimes, however, additional features + come into common authoring practice. These are usually initially supported by only + one user agent. When features not in the specification are used, many user agents + may not support the feature for a while or ever. Furthermore, lacking standard specifications + for the use of these features, different user agents may provide varying support. + This impacts accessibility because assistive technologies, developed with fewer resources + than mainstream user agents, may take a long time if ever to add useful support. Therefore, + authors should avoid features not defined in HTML and XHTML to prevent unexpected + accessibility problems. +
      2. + +
    2. + Using features in the manner prescribed by the specification The HTML specification provides specific guidance about how particular elements, + attributes, and attribute values are to be processed and understood semantically. + Sometimes, however, authors use features in a manner that is not supported by the + specification, for example, using semantic elements to achieve visual effects without + intending the underlying semantic message to be conveyed. This leads to confusion + for user agents and assistive technologies that rely on correct semantic information + to present a coherent representation of the page. It is important to use HTML features + only as prescribed by the HTML specification. +
      3. + +
    3. + Making sure the content can be parsed HTML and XHTML also define how content should be encoded in order to be correctly + processed by user agents. Rules about the structure of start and end tags, attributes + and values, nesting of elements, etc. ensure that user agents will parse the content + in a way to achieve the intended document representation. Following the structural + rules in these specifications is an important part of using these technologies according + to specification. +
      4. + +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    +

    Refer to the resources section of G134: Validating Web pages. +

    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each HTML or XHTML page:

    + +
      + +
    1. Check that the page uses only elements, attributes, and attribute values that are + defined in the relevant specification. +
      2. + +
    2. Check that elements, attributes, and values are used in the manner prescribed by the + relevant specification. +
      3. + +
    3. Check that the page can be parsed correctly, according to the rules of the relevant + specification. +
      4. + +
    + +
    +
    Note
    +
    + +

    Check #1 and #3 are most easily checked with page validation tools. Check #2 can be + checked with the assistance of heuristic evaluation tools though manual judgment is + usually required. +

    + +
    +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #1, #2, and #3 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H89.html b/wcag21/techniques/html/H89.html new file mode 100644 index 0000000..8c33ff4 --- /dev/null +++ b/wcag21/techniques/html/H89.html @@ -0,0 +1,125 @@ + + + + + H89: Using the title attribute to provide context-sensitive help + + + + + + + +

    Using the title attribute to provide context-sensitive help

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML

    +

    This technique relates to Success Criterion 3.3.5: Help (Advisory). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide context sensitive help for users as + they enter data in forms by providing the help information in a title attribute. The help may include format information or examples of input. +

    +
    +
    Note
    +
    + +

    Current user agents and assistive technologies do not always provide the information + contained in the title attribute to users. Avoid using this technique in isolation until the title attribute has wide-spread support. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1

    +

    A mapping application provides a form consisting of a label "Address:", an input box + and a submit button with value "Find map". The input box has a title attribute value with an example of the address format the user should enter. + 

    +<label for="searchAddress">Address: </label>
+<input id="searchAddress" type="text" size="30" value="" name="searchAddress" 
+ title="Address example: 101 Collins St, Melbourne, Australia" />
+
    +
    +

    Example 2

    +

    A form that allows users to pay their bill online requires the user to enter their + account number. The input box associated with the "Account number" label has a title attribute providing information on locating the account number. + 

    +<label for="accNum1">Account number: </label>
+<input id="accNum1" type="text" size="10" value="" title="Your account number 
+ can be found in the top right-hand corner of your bill." />
+
    +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Identify form controls that require text input.
      2. + +
    2. Check that each form control has an explicitly associated label
      3. + +
    3. Check that each form control has context-sensitive help provided in the title attribute. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Checks #2 and #3 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H90.html b/wcag21/techniques/html/H90.html new file mode 100644 index 0000000..e72c3a7 --- /dev/null +++ b/wcag21/techniques/html/H90.html @@ -0,0 +1,184 @@ + + + + + H90: Indicating required form controls using label or legend + + + + + + + +

    Indicating required form controls using label or legend

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML and XHTML controls that use external labels.

    +

    This technique relates to Success Criterion 3.3.2: Labels or Instructions (Sufficient as a way to meet G131: Providing descriptive labels). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide a clear indication that a specific form + control in a Web application or form is required for successful data submission. A + symbol or text indicating that the control is required is programmatically associated + with the field by using the label element, or the legend for groups of controls associated via fieldset. If a symbol is used, the user is advised of its meaning before the first use. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Using text to indicate required state

    +

    The text field in the example below has the explicit label of "First name (required):". + The label element's for attribute matches the id attribute of the input element and the label text indicates that the control is required. + 

    +<label for="firstname">First name (required):</label> 
+<input type="text" name="firstname" id="firstname" />
+
    +
    Note
    +
    + +

    Some authors abbreviate "required" to "req." but there is anecdotal evidence that + suggests that this abbreviation is confusing. +

    + +
    +
    +
    +
    +

    Example 2: Using an asterisk to indicate required state

    +

    The text field in the example below has an explicit label that includes an asterisk + to indicate the control is required. It is important that the asterisk meaning is + defined at the start of the form. In this example, the asterisk is contained within + a abbr element to allow for the asterisk character to be styled so that it is larger than + the default asterisk character, since the asterisk character can be difficult to see + for those with impaired vision. + 

    +CSS:
+.req {font-size: 150%} 
+
+HTML:
+
+<p> Required fields are marked with an asterisk (<abbr class="req" title="required">*</abbr>).</p>
+<form action="http://www.test.com" method="post">
+<label for="firstname">First name <abbr class="req" title="required">*</abbr>:</label> 
+<input type="text" name="firstname" id="firstname" />
+
    +
    +

    Example 3: Using an image to indicate required state

    +

    The text field in the example below has an explicit label that includes an image to + indicate the control is required. It is important that the image meaning is defined + at the start of the form. + 

    +<p><img src="req_img.gif" alt="Required Control" /> indicates that the form control is required</p>
+<form action="http://www.test.com" method="post">
+<label for="firstname">First name <img src="req_img.gif" alt="Required Control" />:</label> 
+<input type="text" name="firstname" id="firstname" />
+...
+
    +
    +

    Example 4: Indicating required state for groups of radio buttons or check box controls

    +

    Radio buttons and checkboxes are treated differently than other interactive controls + since individual radio buttons and checkboxes are not required but indicates that + a response for the group is required. The methods used in examples 1-3 apply to radio + buttons and checkboxes, but the indication of the required state should be placed + in the legend element instead of the label element. + 

    +<fieldset>
+<legend>I am interested in the following (Required):</legend>
+<input type="checkbox" id="photo" name="interests" value="ph">
+<label for="photo">Photography</label></br>
+<input type="checkbox" id="watercol" name="interests" checked="checked" value="wa">
+<label for="watercol">Watercolor</label></br>
+<input type="checkbox" id="acrylic" name="interests" checked="checked" value="ac">
+<label for="acrylic">Acrylic</label>
+…
+</fieldset>
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. For each required form control, check that the required status is indicated in the + form control's label or legend. +
      2. + +
    2. For each indicator of required status that is not provided in text, check that the + meaning of the indicator is explained before the form control that uses it. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • All checks above are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H91.html b/wcag21/techniques/html/H91.html new file mode 100644 index 0000000..d39226e --- /dev/null +++ b/wcag21/techniques/html/H91.html @@ -0,0 +1,457 @@ + + + + + H91: Using HTML form controls and links + + + + + + + +

    Using HTML form controls and links

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML form controls and links

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to use standard HTML form controls and link elements + to provide keyboard operation and assistive technology interoperability of interactive + user interface elements. +

    +

    User agents provide the keyboard operation of HTML form controls and links. In addition, + the user agent maps the form controls and links to an accessibility API. Assistive + technologies use the accessibility API to extract appropriate accessibility information, + such as role, name, state, and value, and present them to users. The role is provided + by the HTML element, and the name is provided by the text associated with that element. + Elements for which values and states are appropriate also expose the values and states + via multiple mechanisms. +

    +

    In some cases, the text is already associated with the control through a required + attribute. For example, submit buttons use the button element text or image 'alt' + attribute as the name. In the case of form controls, label elements or 'title' attributes + are used. The following table describes how the role, name, value, and state are determined + for HTML links and form controls. +

    + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
    HTML element RoleName Value State
    <a> link 'title' attribute, text within <a> element or 'alt' attribute if image link. Concatenated + if both text and image 'alt' attribute are provided + 'href' attribute
    <button> push button text inside <button> element or 'title' attribute
    <fieldset> grouping text inside <legend> element within fieldset element
    <input type = "button", "submit", or "reset"> push button 'value' attribute
    <input type = "image"> push button 'alt' attribute or 'title' attribute
    <input type = "text"> editable text <label> element associated with it or 'title' attribute 'value' attribute
    <input type = "password"> editable text <label> element associated with it or 'title' attribute value is purposefully hidden
    <input type="file"> editable text <label> element associated with it or 'title' attribute 'value' attribute
    <input type="checkbox"> checkbox <label> element associated with it or 'title' attribute 'checked' attribute + +
    <input type="radio"> radio button <label> element associated with it or 'title' attribute 'checked' attribute + + +
    <select> list box <label> element associated with it or 'title' attribute <option> element with 'selected' attribute set to "selected"
    <textarea> editable text <label> element associated with it or 'title' attribute text within <textarea> element
    +
    +
    +

    Examples

    + +
    +

    Example 2: Buttons

    +

    There are several ways to create a button in HTML, and they all map to the "push button" + role. +

    +

    Example 2a

    +

    In example 2a, the text is contained in the button element, in this case "save", as the name. There is no value. + 

    <button>Save</button>
+

    Example 2b

    +

    Example 2b uses the 'value' attribute, in this case "Save", "Submit", or "Reset" as + the name. + 

    <input type="button" value="Save" /> 
+<input type="submit" value="Submit" />  
+<input type="reset" value="Reset" />   
+

    Example 2c

    +

    Example 2c uses the 'alt' attribute, in this case "save", as the name.

    <input type="image" src="save.gif" alt="save" /> 
+

    Example 2d

    +

    In example 2d, there is no 'alt' attribute so the 'title' attribute, in this case + "save", is used as the name. + 

    <input type="image" src="save.gif" title="save" />
+

    Example 2e

    +

    Example 2e clarifies how the user agent determines the name if the author specifies + both the 'alt' and 'title' attributes of the input element. In this case, the user + agent uses the 'alt' attribute ("Save") and ignores the 'title' attribute. + 

    <input type="image" src="save.gif" alt="save" title="save the file" />
+
    +
    +

    Example 3

    +

    Example 3a

    +

    In example 3a, the input field has a role of "editable text". The label element is associated to the input element via the 'for' attribute which references the 'id' attribute of the input> element. The name comes from the label element, in this case, "Type of fruit". Its value comes from its value attribute, + in this case "bananas". + 

    <label for="text_1">Type of fruit</label>
+<input id="text_1" type="text" value="bananas">
+

    Example 3b

    +

    In example 3b, the input field has the same role as example 3a, but the value is the + empty string and the field gets its name from the 'title' attribute. + 

    <input id="text_1" type="text" title="Type of fruit">
+
    +
    +

    Example 4: Checkbox

    +

    Example 4 has a role of "checkbox", from the 'type' attribute of the input element. The label element is associated with the input element via the 'for' attribute which refers to the 'id' attribute of the input element. The name comes from the label element, in this case "cheese". Its state can be "checked" or "unchecked" and comes + from the 'checked' attribute. The state can be changed by the user's interaction with + the control. + 

    <label for="cb_1">Cheese</label> 
+<input id="cb_1" type="checkbox" checked="checked">
+
    +
    +

    Example 5: Radio Buttons

    +

    Example 5 has a role of "radio button" from the 'type' attribute on the input element. Its name comes from the label element. The state can be "checked" or "unchecked" and comes from the 'checked' attribute. + The state can be changed by the user. + 

    <input type="radio" name="color" id="r1" checked="checked"/><label for="r1">Red</label>
+<input type="radio" name="color" id="r2" /><label for="r2">Blue</label>
+<input type="radio" name="color" id="r3" /><label for="r3">Green</label>
+
    +
    +

    Example 6

    +

    Example 6a

    +

    Example 6a has a role of "list box" from the select element. Its name is "Numbers" from the label element. Forgetting to give a name to the select is a common error. The value is + the option element that has the 'selected' attribute present (with a value of "selected" in + XHTML). In this case, the default value is "Two". + 

    <label for="s1">Numbers</label>
+<select id="s1" size="1">
+ <option>One</option>
+ <option selected="selected">Two</option>
+ <option>Three</option>
+</select>
+

    Example 6b

    +

    Example 6b has the same name, role, and value as the above, but sets the name with + the 'title' attribute on the select element. This technique can be used when a visible label is not desirable. + 

    <select id="s1" title="Numbers" size="1">
+ <option>One</option>
+ <option selected="selected">Two</option>
+ <option>Three</option>
+</select>
+
    +
    +

    Example 7: Textarea

    +

    Example 7a

    +

    Example 7a has a role of "editable text" from the textarea element. The name is "Type your speech here" from the label element. The value is the content inside the textarea element, in this case "Four score and seven years ago". + 

    <label for="ta_1">Type your speech here</label>
+<textarea id="ta_1" >Four score and seven years ago</textarea>
+

    Example 7b

    +

    Example 7b has the same role, the name is set using the 'title' attribute, and the + value is the empty string. + 

    <textarea id="ta_1" title="Type your speech here" >Four score and seven years ago</textarea>
+
    +
    +

    Example 8

    +

    Radio Fieldset

    +

    The radio fieldset in example 8 has a role of "grouping". The name comes from the + legend element. + 

    <fieldset>
+  <legend>Choose a Color:</legend> 
+     <input id="red" type="radio" name="color" value="red" /><label for="red">Red</label><br /> 
+     <input id="blue" type="radio" name="color" value="blue" /><label for="blue">Blue</label><br /> 
+     <input id="green" type="radio" name="color" value="green" /><label for="green">Green</label> 
+</fieldset>
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Inspect the HTML source code.
      2. + +
    2. For each instance of links and form elements, check that the name, value, and state + are specified as indicated in the table above. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #2 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H93.html b/wcag21/techniques/html/H93.html new file mode 100644 index 0000000..817ebc9 --- /dev/null +++ b/wcag21/techniques/html/H93.html @@ -0,0 +1,128 @@ + + + + + H93: Ensuring that id attributes are unique on a Web page + + + + + + + +

    Ensuring that id attributes are unique on a Web page +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    All HTML pages

    +

    This technique relates to Success Criterion 4.1.1: Parsing (Sufficient, together with H74: Ensuring that opening and closing tags are used according to specification and H94: Ensuring that elements do not contain duplicate attributes as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to avoid key errors that are known + to cause problems for assistive technologies when they are trying to + parse content that has the same id attribute on different elements. + These errors can be avoided by making sure the Web page does not have + duplicate id values. This can be done manually or by using HTML's mechanism + to specify the technology and technology version, and validating the + document for this condition. There are several validators that the + developer can use; validation reports generally mention this type of + error. The document type declaration is not strictly necessary for + this type of evaluation, but specifying the document type declaration + makes it easier to use a validator. +

    +
    +
    +

    Examples

    +
    +

    Example 1: HTML Validators

    +

    HTML pages include a document type declaration (sometimes referred + to as !DOCTYPE statement). The developer can use offline or online + validators (see Resources below) to check that id attributes values + are only used once on a page. The W3C validador, for example, will + report ID "X already defined" when it encounters the second + use of an id value. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +

    For other resources, see G134: Validating Web pages. +

    +
    +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that all id attribute values are unique on the web page.
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check 1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H94.html b/wcag21/techniques/html/H94.html new file mode 100644 index 0000000..b4b1af2 --- /dev/null +++ b/wcag21/techniques/html/H94.html @@ -0,0 +1,126 @@ + + + + + H94: Ensuring that elements do not contain duplicate attributes + + + + + + + +

    Ensuring that elements do not contain duplicate attributes

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    All HTML pages

    +

    This technique relates to Success Criterion 4.1.1: Parsing (Sufficient, together with H74: Ensuring that opening and closing tags are used according to specification and H93: Ensuring that id attributes are unique on a Web page as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to avoid key errors that are known + to cause problems for assistive technologies when they are trying to + parse content that has duplicate attributes on the same element. This + can be checked manually, or by using HTML's mechanism to specify the + technology and technology version and validating the document for this + condition. There are several validators that the developer can use; + validation reports generally mention this type of error. The document + type declaration is not strictly necessary for this type of evaluation, + but specifying the document type declaration makes it easier to use + a validator. +

    +
    +
    +

    Examples

    +
    +

    Example 1: HTML Validators

    +

    HTML pages include a document type declaration (sometimes referred + to as !DOCTYPE statement). The developer can use offline or online + validators (see Resources below) to check that attributes are only + used once on an element. The W3C validador, for example, will report "duplicate + specification of attribute X" when it encounters the second definition + of the same attribute on an element. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +

    For other resources, see G134: Validating Web pages. +

    +
    +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that no attribute occurs more than once on any element
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check 1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H95.html b/wcag21/techniques/html/H95.html new file mode 100644 index 0000000..1da249a --- /dev/null +++ b/wcag21/techniques/html/H95.html @@ -0,0 +1,165 @@ + + + + + H95: Using the track element to provide captions + + + + + + + +

    Using the track element to provide captions

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML5

    +

    This technique relates to Success Criterion 1.2.2: Captions (Prerecorded) (Sufficient as a way to meet G87: Providing closed captions). +

    +
    +
    +

    Description

    +

    The objective of this technique is to use the HTML5 track element to specify a captions timed text track for a video element. Caption timed + text tracks contain transcription or translation of the dialogue, sound effects, relevant + musical cues, and other relevant audio information, suitable for when sound is unavailable + or not clearly audible. +

    +

    The src attribute of the track element is a URL that is the address of the text track data. +

    +

    The kind attribute of the track element indicates the kind of information in the timed text. captions text tracks + provide a text version of dialogue and other sounds important to understanding the + video. Subtitles contain only the dialogue. If other audio information is important + to understanding the video, a subtitle track will not be sufficient to meet the success + criteria. +

    +
    +
    Note
    +
    + +

    Some regions use the term "subtitle" for any visible text representation of the audio + track. An author may mark up a timed text track in the language of the audio track + as kind=subtitles, instead of kind=captions, and may include additional relevant audio + information. It is not best practice to use subtitles in this situation, since it + may confuse users who are trying to find captions, but such a timed text track would + meet the requirements of Success Criterion 1.2.2. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1: Captions in one language

    +

    A video element for a video in the English language with an English caption track. The captions + are provided in the WebVTT format. + 

    +			 <video poster="myvideo.png" controls>
+				 <source src="myvideo.mp4" srclang="en" type="video/mp4">
+				 <track src="myvideo_en.vtt" kind="captions" srclang="en" label="English">
+			  </video>
+
    +
    +

    Example 2: Captions in multiple languages

    +

    A video element for a video in the English language with an English caption track. The captions + are provided in the WebVTT format. + 

    +			  <video poster="myvideo.png" controls>
+				<source src="myvideo.mp4" srclang="en" type="video/mp4">
+				<source src="myvideo.webm" srclang="fr" type="video/webm">
+				<track src="myvideo_en.vtt" kind="captions" srclang="en" label="English">
+				<track src="myvideo_fr.ttml" kind="captions" srclang="fr" label="French">
+			  </video>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each video element used to play a video:

    + +
      + +
    1. Check that the video contains a track element of kind captions in the language of the video. +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H96.html b/wcag21/techniques/html/H96.html new file mode 100644 index 0000000..39b8e14 --- /dev/null +++ b/wcag21/techniques/html/H96.html @@ -0,0 +1,170 @@ + + + + + H96: Using the track element to provide audio descriptions + + + + + + + +

    Using the track element to provide audio descriptions

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML5

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to use the HTML5 track element to specify a descriptions timed text track for a video element. Audio description timed text tracks contain textual descriptions of the + video component of the media resource, intended for audio synthesis when the visual + component is obscured, unavailable, or not usable. The user agent makes the cues available + to the user in a non-visual fashion, for instance, by synthesizing them into speech. +

    +

    The src attribute of the track element is an URL providing the text track data. +

    +

    The audio description cues must fit into the gaps available in the audio component + of the media resource. If there is not enough time to synthesize the description text + in the track cue's time interval, user agents may truncate the speech. This limits + the amount of supplementary information that can be added. +

    +

    User agents may also support extended audio descriptions by halting the video until + the description has been completely synthesized, then restarting the video. +

    +

    As of February 2019 when this Advisory technique was last reviewed by the Working + Group, there is no native support in user agents for this technique. However, support + is available via JavaScript polyfills. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Audio description in one language

    +

    A video element for a video in the English language. The audio descriptions are provided + in the WebVTT format. + 

    +			 <video poster="myvideo.png" controls>
+				<source src="myvideo.mp4" srclang="en" type="video/mp4">
+				<track src="myvideo_en.vtt" kind="descriptions" srclang="en" label="English">
+			  </video>
+
    +
    +

    Example 2: Audio description in multiple languages

    +

    A video element for a video with both an English and French language source element, and + with an English and a French audio description track using the WebVTT (vtt) file format. + 

    +			 <video poster="myvideo.png" controls>
+				<source src="myvideo.mp4" srclang="en" type="video/mp4">
+				<source src="myvideo.webm" srclang="fr" type="video/webm">
+				<track src="myvideo_en.vtt" kind="descriptions" srclang="en" label="English">
+				<track src="myvideo_fr.vtt" kind="descriptions" srclang="fr" label="French">
+			  </video>
    +
    +

    Example 3: Captions in multiple languages

    +

    A video, "Google self-driving car". with an audio description track. + 

    +			<video controls tabindex="1">
+				<source src="cdgQpa1pUUE.webm" type="video/webm">
+				<source src="cdgQpa1pUUE.mp4" type="video/mp4">
+				<track id="audesc" src="cdgQpa1pUUE.vtt" kind="descriptions" label="English descriptions" srclang="en-us"></track>
+			</video>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each video element used to play a video: +

    + +
      + +
    1. Check that the video contains a track element of kind descriptions in the language of the video. +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H97.html b/wcag21/techniques/html/H97.html new file mode 100644 index 0000000..f1dee23 --- /dev/null +++ b/wcag21/techniques/html/H97.html @@ -0,0 +1,160 @@ + + + + + H97: Grouping related links using the nav element + + + + + + + +

    Grouping related links using the nav element

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    HTML5 documents that contain related links.

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to group navigation links using the HTML5 nav element. The nav element is one of several sectioning elements in HTML5. Use of this markup can make + groups of links easier to locate and skip past by users of assistive technology such + as screen readers. Using semantic structures allow custom style sheets to be used + to change the presentation of groups of links while preserving their relationship. + When the nav element is employed more than once on a page, distinguish the navigation groups by + using an aria-label or aria-labelledby attribute. +

    +

    Not all groups of links need to use the nav element for markup. For instance, links may be grouped in other structure such as + lists or may use ARIA markup if they do not represent a discrete section of the page. +

    +
    +
    +

    Examples

    + +
    +

    Example 2: Multiple nav elements

    +

    This example uses an nav element with an aria-label attribute to identify the navigation + group when there is more than one nav element in a document. + 

    +			<nav aria-label="Site menu">
+			  <ul>
+				  <li>...a list of links site navigation link here ...</li>
+			  </ul>
+			</nav>
+			...
+			<article>
+			  <nav aria-label="Related links">
+				...a list of related links here ...
+			  </nav>
+			</article>
    +
    +

    Example 3: Generic multiple nav elements

    +

    The following example shows a best practice of situation where there are more than + two navigation menus on the same page, and there is no existing text on the page that + can be referenced as the label. + 

    +			<nav aria-label="primary">
+				<a href="home.html">Home</a>
+				<a href="about-us.html">About Us</a>
+				<a href="products.html">Products</a>
+			</nav>
+
+			<nav aria-label="secondary">
+				<a href="adverts.html">Our Advertisers</a>
+				<a href="related.html">Related Links</a>
+				<a href="subsidiaries.html">Subsidiaries</a>
+			</nav>
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that links that are visually grouped and represent a section of the page are + enclosed in a nav element. +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/html/H98.html b/wcag21/techniques/html/H98.html new file mode 100644 index 0000000..275ea86 --- /dev/null +++ b/wcag21/techniques/html/H98.html @@ -0,0 +1,187 @@ + + + + + H98: Using HTML 5.2 autocomplete attributes + + + + + + + +

    Using HTML 5.2 autocomplete attributes

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    All HTML form fields that map to the HTML 5.2 autofill tokens. +

    +

    This technique relates to Success Criterion 1.3.5: Identify Input Purpose (Sufficient). +

    +
    +
    +

    Description

    +

    The objective of this technique is to programmatically link a pre-defined and published + taxonomic term to the input, so that the inputs can also be machine-interpreted. This + way the input will always have a common, referable and identifiable value associated + to it, no matter what language is used, or what visible on-screen term is used to + label the input. Then it can be further customized or otherwise machine-manipulated + to help users. +

    +

    The technique works by adding the appropriate autocomplete token to each form field + on the form to make the identified inputs Programmatically Determinable. This will + help people with cognitive disabilities who may not immediately know the purpose of + the field because the label used by the author is not familiar to them. When inputs + have been programmatically assigned, third party plugins and software can manipulate + these form fields to make them more accessible to people with cognitive disabilities. + For instance, a plugin could detect an autocomplete token with the text string "tel" + and insert a telephone icon. It will further enable third party software to swap out + the existing labels for text labels that the user finds more familiar. For instance, + it could change "Given Name" to "First Name". +

    +

    The autocomplete attribute also improves the browser's ability to pre-populate form fields with user-preferred + values. When the input has been properly 'tagged' with the known token value, the + value entered by the user is stored locally on the host machine and associated with + the token value for reuse. It helps those with dexterity disabilities who have trouble + typing, those who may need more time, and anyone who wishes to reduce effort to fill + out a form. +

    +

    The autocomplete attribute allows the browser to do a pattern match against a list of values locally + stored with the browser, and supplies the appropriate corresponding value when the + input is programmatically tagged. This is a User setting that can be turned on or + off, or modified by the end user. This reduces typing and reliance on memory because + it uses stored values to fill in the fields. +

    +

    It's important to note the success criterion Identify Input Purpose and autocomplete attribute only place requirements on input fields collecting information + about the user. +

    +

    For the success criterion, it is assumed that the autocomplete attribute is not used on form fields that do not correspond to an autocomplete field + described in the HTML 5.2 specification. If the autocomplete field is used to describe a "custom" taxonomy, rather than that described in the + specification, this rule may produce incorrect results. +

    +
    + +

    Security considerations

    + +

    Organizations can be concerned about allowing input fields to be automatically filled-in. + There is sometimes confusion about how browsers save information and the security + implications. +

    + +

    For the autocomplete attribute:

    + +
      + +
    • This technique should only be used when asking for data about the user who is filling the form in, not for other people. +
      • + +
    • It only works if you are on the same computer, using the same user-account, and using + the same browser. Any multi-login scenario does not save autocomplete data between + different accounts. (Users can setup syncing of data across computers, but that is + not the default.) +
      • + +
    • Saving information with autocomplete is opt-in by the user, usually at the point of + saving data the first time. +
      • + +
    • The form is not auto-submitted, the user can see the data before it is submitted.
      • + +
    • It is easy to wipe both history and form data in the browser settings.
      • + +
    • It is easy to engage a privacy mode, such as private browsing.
      • + +
    • Even without autocomplete set in the webpage, browsers can save data, and some plugins (such as + password managers) will aggressively use heuristics to guess what fields are for and + fill them in. Using the autocomplete attribute makes those guesses accurate. +
      • + +
    + +

    The browser history provides far more detail about what people have done, and is just + as available as autocomplete data. The solutions/mitigations for browser-history are + similar to autocomplete. +

    + +
    +
    +
    +

    Examples

    +
    +

    Example 1: Example 1: Currency

    +

    This is a simple form that collects contact and credit card information from the user.

    <form method="post" action="step2">
+ <div>
+   <label for="fname">First Name</label>
+  <input id="fname" type="text" autocomplete="given-name" ... >
+  </div>
+  <div>
+    <label for="lname">Last Name Name</label>
+  <input id="lname" type="text" autocomplete="family-name" ... >
+    <label for="cc-num">Credit card number:</label>
+    <input type="text" id="cc-num" autocomplete="cc-number">
+  </div>
+  <div>
+    <label for="exp-date">Expiry Date:</label>
+    <input type="month" id="exp-date" autocomplete="cc-exp">
+  </div>
+  <div>
+    <input type="submit" value="Continue...">
+  </div>
+</form>
    +
    +
    +

    Tests

    +
    +

    Procedure

    +

    For each form field that collects information about the user and corresponds to an + autocomplete field described in WCAG 2.1 7. Section 7: Input Purposes for User Interface Components, check the following: +

    +
      + +
    1. The form field has a valid and well-formed autocomplete attribute and value pair.
      2. + +
    2. The purpose of the form field indicated by the label corresponds with the autocomplete + token on the input. +
      3. + +
    +
    +
    +

    Expected Results

    +
      + +
    • If #1 and #2 are true, then the test passes and the technique has been successfully + implemented +
      • + +
    +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/index.html b/wcag21/techniques/index.html new file mode 100644 index 0000000..1d0f028 --- /dev/null +++ b/wcag21/techniques/index.html @@ -0,0 +1,1106 @@ + + + + + + + + + + + Techniques for WCAG 2.1 + + + + + + + + + +
    + + +

    Techniques for WCAG 2.1

    + +

    Updated

    + + + + + +

    + Copyright © + 2017-2018 + + W3C® + (MIT, + ERCIM, + Keio, Beihang). + + W3C liability, + trademark and + document use + rules apply. + +

    + +
    + +
    + +
    + +

    Abstract

    + +

    This Techniques for WCAG 2.1 document provides guidance for web content authors and evaluators on meeting Web Content Accessibility Guidelines (WCAG) 2.1 success criteria. It is part of a series of documents published by the W3C Web Accessibility + Initiative (WAI) to support WCAG 2.1. For an introduction to WCAG, supporting technical + documents, and educational material, see Web Content Accessibility Guidelines (WCAG) Overview. +

    + +

    Techniques are informative—that means they are not required. The basis for determining + conformance to WCAG 2.1 is the success criteria from the WCAG 2.1 standard—not the techniques. For important information about techniques, please see the Understanding Techniques for WCAG Success Criteria section of Understanding WCAG 2.1.

    + +

    Techniques for WCAG 2.1 is not intended to be used as a stand-alone document. Instead, it is expected that + content authors will usually use How to Meet WCAG 2.0: A customizable quick reference to read the WCAG success criteria, and follow links from there to specific topics + in Understanding WCAG 2.0 and to specific techniques. +

    +
    + +
    + +

    Status of This Document

    + +

    This is the official version of "Understanding WCAG 2.1", and is referenced by Web Content Accessibility Guidelines 2.1. This resource is maintained as needed to update interpretive guidance and reference + techniques to meet the guidelines. +

    + +

    To comment, file an issue in the W3C WCAG 2.1 GitHub repository. Although the proposed Success Criteria in this document reference issues tracking + discussion, the Working Group requests that public comments be filed as new issues, + one issue per discrete comment. It is free to create a GitHub account to file issues. + If filing issues in GitHub is not feasible, send email to public-agwg-comments@w3.org (comment archive). +

    + +
    + +
    + +

    Introduction to Techniques for WCAG 2.1

    + +

    This Techniques for WCAG 2.1 document provides guidance for web content authors and evaluators on meeting Web Content Accessibility Guidelines (WCAG) 2.1success criteria. It is part of a series of documents published by the W3C Web Accessibility + Initiative (WAI) to support WCAG 2.1. For an introduction to WCAG, supporting technical + documents, and educational material, see Web Content Accessibility Guidelines (WCAG) Overview. +

    + +

    WCAG 2.1 itself is a stable document that does not change. This Techniques for WCAG 2.1 document is updated periodically to cover more current best practices and changes + in technologies and tools. +

    + +

    Techniques are informative—that means they are not required. The basis for determining + conformance to WCAG 2.1 is the success criteria from the WCAG 2.1 standard—not the techniques. +

    + +
    + +

    W3C cautions against requiring W3C's sufficient techniques. The only thing that should + be required is meeting the WCAG 2.1 success criteria. To learn more, see: +

    + + + +
    + +

    Techniques for WCAG 2.1 is not intended to be used as a stand-alone document. Instead, it is expected that + content authors will usually use How to Meet WCAG 2.1: A customizable quick reference to read the WCAG success criteria, and follow links from there to specific topics + in Understanding WCAG 2.1 and to specific techniques. +

    + +

    Publication of techniques for a specific technology does not imply that the technology + can be used in all situations to create content that meets WCAG 2.1 success criteria + and conformance requirements. Developers need to be aware of the limitations of specific + technologies and provide content in a way that is accessible to people with disabilities. + +

    + +

    For important information about techniques, please see the Understanding Techniques for WCAG Success Criteria section of Understanding WCAG 2.1.

    + +
    + + + + +
    + +

    Change Log

    + +

    A list of new, removed or significantly updated techniques:

    + +
      + +
    1. + : Added Failure of Success Criterion 2.5.1 due to providing functionality via a path-based + gesture without simple pointer alternative
      2. + +
    2. + : Added Failure due to inability to deactivate motion actuation
      3. + +
    3. + : Added Failure of Success Criterion 1.4.12 due to clipped or overlapped content when text + spacing is adjusted
      4. + +
    4. + : Added Failure of Success Criterion 4.1.3 due to providing status messages that cannot be + programmatically determined through role or properties
      5. + +
    5. + : Added Failure of Success Criterion 1.4.10 due to content disappearing and not being available + when content has reflowed
      6. + +
    6. + : Added Providing single point activation for a control slider
      7. + +
    7. + : Added Providing controls to achieve the same result as path based or multipoint gestures
      8. + +
    8. + : Added Failure of Success Criterion 1.3.4 due to showing a message asking to reorient device
      9. + +
    9. + : Added Using a control to allow access to content in different orientations which is otherwise + restricted
      10. + +
    10. + : Added Creating a two-color focus indicator to ensure sufficient contrast
      11. + +
    11. + : Added Failure of Success Criterion 2.1.4 due to implementing character key shortcuts that + cannot be turned off or remapped
      12. + +
    12. + : Added Making content on focus or hover hoverable, dismissible, and persistent
      13. + +
    13. + : Added Using native controls to ensure functionality is triggered on the up-event
      14. + +
    14. + : Added Failure of Success Criterion 2.5.6 due to interactions being limited to touch-only + on touchscreen devices
      15. + +
    15. + : Added Provide conventional controls and an application setting for motion activated input
      16. + +
    16. + : Added Semantically identifying a font icon with role="img"
      17. + +
    17. + : Added Failure due to locking the orientation to landscape or portrait view
      18. + +
    18. + : Removed F52 from SC 3.2.1 (still attached to SC 3.2.5) +
      19. + +
    19. + : Added Provide sufficient contrast at the boundaries between adjoining colors
      20. + +
    20. + : Added Using the CSS reduce-motion query to prevent motion
      21. + +
    21. + : Added Ensuring that a contrast ratio of 3:1 is provided for icons
      22. + +
    22. + : Added Using CSS width, max-width and flexbox to fit labels and inputs
      23. + +
    23. + : Added F95 of 1.4.13 due to content shown on hover not being hoverable
      24. + +
    24. + : Added C34 Using media queries to un-fixing sticky headers / footers
      25. + +
    25. + : Added C36 Allowing for text spacing override
      26. + +
    26. + : Added C37 Using CSS max-width and height to fit images
      27. + +
    27. + : Added G207 Ensuring that drag-and-drop actions can be cancelled
      28. + +
    28. + : Added F95 Failure of Success Criterion 1.4.13 due to content shown on hover not being hoverable
      29. + +
    29. + : Added F96 Failure of Success Criterion 2.5.3 due to "accessible name" not containing the + visible label text
      30. + +
    30. + : Added C38 Using CSS width, max-width and flexbox to fit labels and inputs
      31. + +
    31. + : Added G207 Ensuring that a contrast ratio of 3:1 is provided for icons
      32. + +
    + +

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

    + +
    +
    +

    Acknowledgments

    +

    Additional information about participation in the Accessibility Guidelines Working Group (AG WG) can be found on the Working Group home page.

    + +
    +

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

    +
      +
    • Jake Abma (Invited Expert)
      • +
    • Shadi Abou-Zahra (W3C)
      • +
    • Chuck Adams (Oracle Corporation)
      • +
    • Amani Ali (Nomensa)
      • +
    • Jim Allan (Invited Expert)
      • +
    • Paul Adam (Deque Systems, Inc.)
      • +
    • Christopher Auclair (VitalSource | Ingram Content Group)
      • +
    • Jon Avila (Level Access)
      • +
    • Tom Babinszki (IBM Corporation)
      • +
    • Bruce Bailey (U.S. Access Board)
      • +
    • Renaldo Bernard (University of Southampton)
      • +
    • Chris Blouch (Level Access)
      • +
    • Denis Boudreau (Deque Systems, Inc.)
      • +
    • Judy Brewer (W3C)
      • +
    • Shari Butler (Pearson plc)
      • +
    • Thaddeus Cambron (Invited Expert)
      • +
    • Alastair Campbell (Nomensa)
      • +
    • Laura Carlson (Invited Expert)
      • +
    • Louis Cheng (Google)
      • +
    • Pietro Cirrincione (Invited Expert)
      • +
    • Vivienne Conway (Web Key IT Pty Ltd)
      • +
    • Michael Cooper (W3C)
      • +
    • Jennifer Delisi (Invited Expert)
      • +
    • Romain Deltour (DAISY Consortium)
      • +
    • Wayne Dick (Knowbility, Inc)
      • +
    • Chaohai Ding (University of Southampton)
      • +
    • Kim Dirks (Thomson Reuters)
      • +
    • Shwetank Dixit (BarrierBreak Technologies)
      • +
    • Anthony Doran (TextHelp)
      • +
    • E.A. Draffan (University of Southampton)
      • +
    • Eric Eggert (W3C)
      • +
    • Michael Elledge (Invited Expert)
      • +
    • David Fazio (Invited Expert)
      • +
    • Wilco Fiers (Deque Systems, Inc.)
      • +
    • Detlev Fischer (Invited Expert)
      • +
    • John Foliot (Deque Systems, Inc.)
      • +
    • Matt Garrish (DAISY Consortium)
      • +
    • Alistair Garrison (Level Access)
      • +
    • Michael Gower (IBM Corporation)
      • +
    • Jon Gunderson
      • +
    • Markku Hakkinen (Educational Testing Service)
      • +
    • Katie Haritos-Shea (Knowbility, Inc)
      • +
    • Andy Heath (Invited Expert)
      • +
    • Shawn Henry (W3C)
      • +
    • Thomas Hoffman (Educational Testing Service)
      • +
    • Sarah Horton (The Paciello Group, LLC)
      • +
    • Stefan Johansson (Invited Expert)
      • +
    • Marc Johlic (IBM Corporation)
      • +
    • Rick Johnson (VitalSource | Ingram Content Group)
      • +
    • Crystal Jones (Microsoft Corporation)
      • +
    • Andrew Kirkpatrick (Adobe)
      • +
    • John Kirkwood (Invited Expert)
      • +
    • Jason Kiss (Department of Internal Affairs, New Zealand Government)
      • +
    • Maureen Kraft (IBM Corporation)
      • +
    • JaEun Ku (University of Illinois at Urbana-Champaign)
      • +
    • Patrick Lauke (The Paciello Group, LLC)
      • +
    • Shawn Lauriat (Google, Inc.)
      • +
    • Steve Lee (Invited Expert)
      • +
    • Alex Li (Microsoft Corporation)
      • +
    • Chris Loiselle (Invited Expert)
      • +
    • Greg Lowney (Invited Expert)
      • +
    • Adam Lund (Thomson Reuters)
      • +
    • David MacDonald (Invited Expert)
      • +
    • Erich Manser (IBM Corporation)
      • +
    • Kurt Mattes (Deque Systems, Inc.)
      • +
    • Scott McCormack (Level Access)
      • +
    • Chris McMeeking (Deque Systems, Inc.)
      • +
    • Jan McSorley (Pearson plc)
      • +
    • Neil Milliken (Unify Software and Solutions)
      • +
    • Rachael Montgomery (Invited Expert)
      • +
    • Mary Jo Mueller (IBM Corporation)
      • +
    • Brooks Newton (Thomson Reuters)
      • +
    • James Nurthen (Oracle Corporation)
      • +
    • Joshue O Connor (Invited Expert)
      • +
    • Sailesh Panchang (Deque Systems, Inc.)
      • +
    • Charu Pandhi (IBM Corporation)
      • +
    • Kim Patch (Invited Expert)
      • +
    • Melanie Philipp (Deque Systems, Inc.)
      • +
    • Mike Pluke (Invited Expert)
      • +
    • Ian Pouncey (The Paciello Group, LLC)
      • +
    • Ruoxi Ran (W3C)
      • +
    • Stephen Repsher (Invited Expert)
      • +
    • Jan Richards (Invited Expert)
      • +
    • John Rochford (Invited Expert)
      • +
    • Marla Runyan (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 (The Paciello Group, LLC)
      • +
    • Alan Smith (Invited Expert)
      • +
    • Jim Smith (Unify Software and Solutions)
      • +
    • Andrew Somers (Invited Expert)
      • +
    • Adam Solomon (Invited Expert)
      • +
    • Jaeil Song (National Information Society Agency (NIA))
      • +
    • Jeanne Spellman (The Paciello Group, LLC)
      • +
    • Makoto Ueki (Invited Expert)
      • +
    • Jatin Vaishnav (Deque Systems, Inc.)
      • +
    • Gregg Vanderheiden (Raising the Floor)
      • +
    • Evangelos Vlachogiannis (Fraunhofer Gesellschaft)
      • +
    • Kathleen Wahlbin (Invited Expert)
      • +
    • Can Wang (Zhejiang University)
      • +
    • Léonie Watson (The Paciello Group, LLC)
      • +
    • Jason White (Educational Testing Service)
      • +
    • 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, 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, 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, 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, Devarshi 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 and now under contract number HHSP23301500054C. 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.

    +
    +
    + + + + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF1.html b/wcag21/techniques/pdf/PDF1.html new file mode 100644 index 0000000..c73d4c7 --- /dev/null +++ b/wcag21/techniques/pdf/PDF1.html @@ -0,0 +1,376 @@ + + + + + PDF1: Applying text alternatives to images with the Alt entry in PDF documents + + + + + + + +

    Applying text alternatives to images with the Alt entry in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents with images

    +

    This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide text alternatives for + images via an /Alt entry in the property list for a Tag. This is normally + accomplished using a tool for authoring PDF. +

    +

    PDF documents may be enhanced by providing alternative descriptions + for images, formulas, and other items that do not translate naturally + into text. In fact, such text alternatives are required for accessibility: + alternate descriptions are human-readable text that can be vocalized + by text-to-speech technology for the benefit of users with vision disabilities. + +

    +

    When an image contains words that are important to understanding the + content, the text alternative should include those words. This will + allow the alternative to accurately represent the image. Note that + it does not necessarily describe the visual characteristics of the + image itself but must convey the same meaning as the image. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Adding an /Alt entry to an image using Adobe Acrobat + 9 Pro's TouchUp Object Tool +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. + +

      Choose Tools > Advanced Editing > TouchUp Object Tool

      + +
      + + + +
      Figure 1The TouchUp Object Tool in the Advanced Editing menu.
      + + +
      + +
      2. + +
    2. Access the context menu for the image and choose Properties.
      3. + +
    3. On the TouchUp Properties dialog, select the Tag tab.
      4. + +
    4. + +

      On the Tag panel, type the text alternative in the Alternate Text + text box. +

      + +
      + + + +
      Figure 2The Tag Tab in the TouchUp Properties dialog.
      + + +
      + +
      5. + +
    +

    This example is shown in operation in the working example of Adding an /Alt entry to an image. +

    +
    +
    +

    Example 2: Adding an /Alt entry to an image using Adobe Acrobat + 9 Pro's TouchUp Reading Order Tool +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. + +

      Choose Tools > Advanced Editing > TouchUp Reading Order + Tool +

      + +
      + + + +
      Figure 3The TouchUp Reading Order Tool in the Advanced Editing menu.
      + + +
      + +
      2. + +
    2. The TouchUp Reading Order dialog will be displayed.
      3. + +
    3. Right-click on the image and choose Edit Alternate Text.
      4. + +
    4. The Alternate Text dialog will be displayed.
      5. + +
    5. + +

      Type the text alternative in the Alternate Text text box.

      + +
      + + + +
      Figure 4The Alternate Text box.
      + + +
      + +
      6. + +
    +
    +
    +

    Example 3: Adding an /Alt entry to an image in PDF documents generated + using Microsoft Word +

    +

    This example is shown with Microsoft Word. There are other software tools that perform + similar functions. See the list of other software + tools in . +

    +
    + +

    Word 2000-2003

    + +
      + +
    1. Right-click on the image and choose Format Picture
      2. + +
    2. Select the Web tab
      3. + +
    3. Type the alternative text into the text box provided and then + click OK. +
      4. + +
    + +
    + + + +
    Figure 5The Web tab in the Format Picture dialog.
    + + +
    + +
    +
    + +

    Word 2007

    + +
      + +
    1. Right-click on the image and choose Size
      2. + +
    2. Select the Alt Text tab
      3. + +
    3. Type the alternative text into the text box provided and then + click OK. +
      4. + +
    + +
    + + + +
    Figure 6The Alt Text tab in the Size dialog.
    + + +
    + +
    +
    +
    +

    Example 4: Adding an /Alt entry to an image in PDF documents generated + using OpenOffice.org Writer 2.2 +

    +

    This example is shown with Open Office.org Writer. There are other software tools + that perform similar functions. See the list of other software + tools in . +

    +
      + +
    1. Access the context menu for the image and choose Picture...
      2. + +
    2. Select the Options tab
      3. + +
    3. Type the alternative text into Alternate (Text Only) text box + and click OK. +
      4. + +
    +
    + + + +
    Figure 7The Options tab in the Picture... dialog.
    + + +
    +
    +
    +

    Example 5: Adding a text alternative to an image in a PDF document + using an /Alt entry +

    +

    The /Alt property used on an image of mountains with a moon and trees + typically would be used like this (typically accomplished by an authoring + tool): + 

    /Figure <</Alt (Sketch of Mountains with moon rising over trees) >>

    The image might also be represented by a tag with a different name. + A different name might be used because the tag name is written in + a language other than English or because a specific tool uses a different + name for some other reason. In this situation, it is also necessary + that the RoleMap contained within the StructTreeRoot for the PDF + document contain an entry which explicitly maps the name of the tag + used for the image with the standard structure type used in PDF documents + (in this case, Figure). If the RoleMap contains only an entry mapping + Shape tags to Figure tags, the rolemap information would appear as + follows: + 

    /RoleMap << /Shape /Figure >>

    In this case, the usage of the /Alt entry as follows would also + be correct: + 

    /Shape <</Alt (Crater Lake in the summer, with the blue sky, clouds and crater walls perfectly reflected in the lake) >>
+

    Note that the /Alt entry in property lists can be combined with + other entries. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For all images which need equivalents:

    + +
      + +
    1. + +

      Verify the images have /Alt entries on + an enclosing tag by one of the following: +

      + +
        + +
      • Read the PDF document with a screen reader, listening to hear + that the equivalent text is read when tabbing to the non-text + object (if it is tabbable) or hearing the alternative text read + when reading the content line-by-line. +
        • + +
      • Using a PDF editor, check that a text alternative is displayed for each + image. +
        • + +
      • Use a tool which is capable of showing the /Alt entry value, + such as aDesigner, to open the PDF document and view the GUI + summary to read the text alternatives for images. +
        • + +
      • Use a tool that exposes the document through the accessibility + API and verify that images have required text equivalents. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check 1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF10.html b/wcag21/techniques/pdf/PDF10.html new file mode 100644 index 0000000..6bd5920 --- /dev/null +++ b/wcag21/techniques/pdf/PDF10.html @@ -0,0 +1,589 @@ + + + + + PDF10: Providing labels for interactive form controls in PDF documents + + + + + + + +

    Providing labels for interactive form controls in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +
      + +
    • Tagged PDF documents with forms.
      • + +
    • PDF forms created using Adobe LiveCycle Designer.
      • + +
    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to ensure that users of assistive + technology are able to perceive form control labels and understand + how form controls are used. +

    +

    Form controls allow users to interact with a PDF document by filling + in information or indicating choices which can then be submitted for + processing. Assistive technology users must be able to recognize and + understand the form fields, make selections, and provide input to complete + the forms, and submit the form, just as sighted users can. Understandable + labels that convey the purpose of each form control are essential to + form accessibility. +

    +

    Form inputs generally have labels and instructions to help users understand + what information is required and how to fill in the form. Unless these + labels are programmatically associated with the relevant fields, assistive + technology might not be able to associate them correctly, and thus + users might not understand how to complete the form. +

    +

    Using Adobe Acrobat Pro with documents with interactive forms, you + can make sure that the forms are accessible and usable by making sure + that programmatically associated labels that convey the purpose of + the fields are provided. +

    +

    The heuristics used by assistive technology will sometimes use the + text label if a programmatically associated label cannot be found. + The TU entry (which is the tooltip) of the + field dictionary is the programmatically + associated label (see Example + 3 below and Table 220 in PDF + 1.7 (ISO 32000-1)). Therefore, add a tooltip to each field to provide + a label that assistive technology can interpret. +

    +
    + +

    Placement rules

    + +

    The table below lists the placement rules governing where Adobe LiveCycle + positions labels by default. Note that these rules assume left-to-right + text directionality. If your form requires different positioning (e.g., + to accommodate PDF documents in languages that use right-to-left text + directionality), see Repositioning form labels in Example + 2 below. In general, authors should review label positioning to make + sure it meets the requirements of their particular form. +

    + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
    Control Type LiveCycle Placement Rules
    + Text input (including date/time and password fields) + + Default placement for the label is to the left of the control. + If this is not possible, LiveCycle will attempt to place it + immediately above the control. +
    + Checkbox + + Default placement for the label is to the right of the check + box. +
    + Radio button group + + Default placement for the label for each individual radio + button is to the right of the button. + Create a visible caption for the radio button group by creating + static text and placing it to the left of or above the group. + (See Labeling radio buttons below.) +
    + Combo box + + Default placement for the label is to the left of the drop-down + list. If this is not possible, LiveCycle will attempt to place + it immediately above the control.. +
    + List box + + Default placement for the label is above the list box.
    + Button + + LiveCycle automatically places the label on the button; + it does not have to be positioned manually. Ensure that the + button's purpose is properly described in the label text. +
    + +
    +
    +
    +

    Examples

    +
    +

    Example 1: Providing labels using the Forms tool in Adobe Acrobat + 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    As noted in the Description, text labels added in an authoring tool + and then converted to PDF might be visually associated with the fields + but are not programmatically associated, and you should provide a tooltip. +

    +
      + +
    1. In the Forms menu, select Add or Edit Fields...
      2. + +
    2. For the field you want to edit, access the context menu and select + the Properties dialog. +
      3. + +
    3. In the General tab of the Properties dialog, type a description + for the form field in the Tooltip field. +
      4. + +
    4. Repeat for all form fields.
      5. + +
    +

    The following image shows the Properties dialog with a description + in the Tooltip field. +

    +
    + + + +
    Figure 1The Properties dialog for a form field. A short description, including the format + required for the field, is added and will appear as a tooltip. +
    + + +
    +

    This example is shown in operation in the working example of providing labels using the forms tool. +

    +
    +
    +

    Example 2: Providing labels to form controls in Adobe LiveCycle Designer + ES 8.2.1 +

    +

    This example is shown with Adobe LiveCycle Designer. There are other software tools + that perform similar functions. See the list of other software tools in . +

    +

    LiveCycle Designer provides several options for associating descriptive + text and labels with form elements. +

    +

    For sighted or low-vision users, it is important to properly position + the label adjacent to the control. For screen reader users, you should + also ensure that the label is programmatically associated with the + form control and that sufficient information is provided so that screen + reader users can readily complete and submit the form. +

    +

    This example is shown in operation in the working example of providing labels in LiveCycle Designer. +

    +
    + +

    Specifying accessible label text using the accessibility palette

    + +

    In LiveCycle Designer, create or import a form. Then:

    + +
      + +
    1. Enable the palette by selecting Window > Accessibility or by + pressing shift + F6. +
      2. + +
    2. The palette appears in LiveCycle Designer's right-hand panel.
      3. + +
    3. Select an object in your form. The palette shows the object's + accessibility properties. +
      4. + +
    + +
    + + + +
    Figure 2Image of Adobe LiveCycle Accessibility Palette showing the Precedence drop down list. + Text is announced in the order shown in the list: custom text, tool tip, caption, + and name. +
    + + +
    + +

    The label that a screen reader uses does not necessarily have to be + the same as the visual caption. In some cases, you may want to provide + more information about a form element's purpose. +

    + +

    To specify what text should be announced by the screen reader for + a particular object, you can use the Accessibility Palette's Screen + Reader Precedence drop down list. Text is announced in the order shown + in the list: custom text, tool tip, caption, and name. +

    + +

    Depending on the complexity and difficulty of your form, you must + decide which option best suits the requirements for your form. +

    + +

    By default, a screen reader searches for an object's text in order + shown in the image. Once descriptive text has been found for a control, + the search stops. +

    + +

    The image below shows an example of a text field with a visual caption + that might be unclear for screen reader users. One of the fields has + a caption of "Date" but screen reader users may want to know + the preferred date format (shown as screen text). So this text is provided + in the tooltip. Because a tooltip has a higher precedence than the + visual caption, the screen reader uses the tooltip. +

    + +
    + + + +
    Figure 3Image of a date form field in LiveCycle Designer showing tooltip text for a date format.
    + + +
    + +
    +
    + +

    Labeling radio buttons

    + +

    When a screen reader user tabs into a radio button, the screen reader + needs to announce two items: +

    + +
      + +
    • A general description of the purpose of the group of + buttons +
      • + +
    • A meaningful description for the purpose of each radio + button +
      • + +
    + +

    To make radio buttons accessible:

    + +
      + +
    1. In the Hierarchy palette, select the radio button group.
      2. + +
    2. Select the Accessibility palette and in the Custom Screen Reader + Text box, type the speak text for the group. For example, type "Select + a method of payment." +
      3. + +
    3. In the Hierarchy palette, select the first radio button in the + group. +
      4. + +
    4. In the Object palette, select the Field tab. In the Item area, + select the item and type a meaningful value for the selected radio + button. For example, type "Cash." +
      5. + +
    5. Repeat steps 3 and 4 for each radio button in the group.
      6. + +
    + +
    + + + +
    Figure 4Image of Custom Screen Reader Text for radio buttons in LiveCycle Designer.
    + + +
    + +
    +
    + +

    Repositioning form labels

    + +

    The placement of a caption, or label, is important because users expect + them to be found at a particular location adjacent to the control. + For screen magnification users this is even more important, as they + might not be able to view both the control and the label at the same + time. +

    + +

    When you create an object, Adobe LiveCycle Designer automatically + positions the label as specified by the control type (see the table + in the Description above). For example, for a text field, the label + is positioned to the left of the control. +

    + +

    If you need to change the position of the label text (for example, + to accommodate right-to-left text directionality): +

    + +
      + +
    1. Select the object by moving the focus to it.
      2. + +
    2. In the Layout palette, under Caption at the bottom of the palette, + select the position of your object from the Position drop-down list. +
      3. + +
    + +
    + + + +
    Figure 5The Layout palette and the new Caption position.
    + + +
    + +

    The resulting repositioned label is shown below. The label for the + Date text field has been moved from the left of the field to the line + above the field. +

    + +
    + + + +
    Figure 6A form label repositioned above the field; also shown are default label positions + to the left of text fields. +
    + + +
    + +
    +
    +
    +

    Example 3: Adding a tooltip to interactive form controls

    +

    The following code fragment illustrates the use of the TU entry to + provide a tooltip (or programmatically associated text label) for a + form field. This is typically accomplished by an authoring tool. + 

    << /AP -dict-                                                   
+   /DA /Helv  0 Tf 0 g
+   /DR -dict-
+   /F 0x4
+   /FT Tx              % FT key set to Tx for Text Field
+   /P -dict-
+   /Rect -array-
+   /StructParent 0x1
+   /Subtype Widget
+   /T Date you are available   % Partial field name Date
+   /TU Date you are available: use MM/DD/YYYY format % TU tool tip value serves as short description
+   /Type Annot
+   /V Pat Jones
+>>
+...
+<Start Stream>
+ BT
+  /P <</MCID 0 >>BDC
+  /CS0 cs 0  scn 
+  /TT0 1 Tf
+    -0.001 Tc 0.003 Tw 11.04 0 0 11.04 72 709.56 Tm
+    [(P)-6(le)-3(as)10(e)-3( )11(P)-6(rin)2(t)-3( Y)8(o)-7(u)2(r N)4(a)11(m)-6(e)]TJ
+  0 Tc 0 Tw 9.533 0 Td
+  ( )Tj
+  -0.004 Tc 0.004 Tw 0.217 0 Td
+  [(\()-5(R)-4(e)5(q)-1(u)-1(i)-3(r)-3(e)-6(d)-1(\))]TJ
+ EMC
+  /P <</MCID 1 >>BDC
+  0 Tc 0 Tw 4.283 0 Td
+  [( )-2( )]TJ
+   EMC
+   /ArtifactSpan <</MCID 2 >>BDC
+   0.002 Tc -0.002 Tw 0.456 0 Td
+  [(__)11(___)11(___)11(___)11(___)11(_)11(____)11(___)11(___)11(__)]TJ
+  0 Tc 0 Tw 13.391 0 Td
+  ( )Tj
+  EMC
+ ET
+<End Stream>
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. For each form control, verify visually that the label is positioned + correctly in relation to the control. +
      2. + +
    2. + +

      For each form control, verify that the name is programmatically + associated with the control by one of the following: +

      + +
        + +
      • Open the PDF document with a tool that is capable of showing + the name associated with the control and verify that the name + is associated correctly with the control. +
        • + +
      • Use a tool that exposes the document through the accessibility + API, and verify that the name is associated correctly with the + control. +
        • + +
      + +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF11.html b/wcag21/techniques/pdf/PDF11.html new file mode 100644 index 0000000..ef80a40 --- /dev/null +++ b/wcag21/techniques/pdf/PDF11.html @@ -0,0 +1,403 @@ + + + + + PDF11: Providing links and link text using the Link annotation and the /Link structure element + in PDF documents + + + + + + + + +

    Providing links and link text using the Link annotation and the /Link structure element + in PDF documents +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    PDF documents that contain links

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The purpose of this technique is to show how link text in PDF documents + can be marked up to be recognizable by keyboard and assistive technology + users. That is, the link information is programmatically available + to user agents so that links are recognizable when presented in a different + format. This is typically accomplished by using a tool for authoring + PDF. +

    +

    Links in PDF documents are represented by a Link tag and objects in + its sub-tree, consisting of a link object reference (or Link annotation) + and one or more text objects. The text object or objects inside the + Link tag are used by assistive technologies to provide a name for the + link. +

    +

    The simplest way to provide links that comply with the WCAG success + criteria is to create them when authoring the document, before conversion + to PDF. +

    +

    However, in some cases, it may not be possible to create the links + using the original authoring tool. In these cases, Adobe Acrobat Pro + can be used to create the link. But, because the tooltip created using + the Link dialog in Adobe Acrobat Pro is not accessible to screen readers, + be sure that the link text or the link context makes the purpose clear. +

    +

    In all cases, link purpose should be made clear as described in the + general techniques: +

    + +
    +
    +

    Examples

    +
    +

    Example 1: Creating a hyperlink in Microsoft Word 2007 before conversion + to PDF +

    +

    This example is shown with Microsoft Word. There are other software tools that perform + similar functions. See the list of other software tools in . +

    +

    To create a hyperlink in Microsoft Word, first locate the item (e.g., + web page) to link to. Then: +

    +
      + +
    1. + +

      Either

      + +
        + +
      • Select Insert on the ribbon and select Hyperlink in the Links + tools +
        • + +
      • Or, use the CTRL+K keyboard shortcut
        • + +
      + +
      2. + +
    2. On the Insert Hyperlink dialog, add the link destination and link + text. +
      3. + +
    3. Save the file as tagged PDF. (See the .) +
      4. + +
    +
    +
    +

    Example 2: Creating a hyperlink in OpenOffice.org Writer 2.2 before + conversion to PDF +

    +

    This example is shown with OpenOffice.org Writer. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. On the Insert menu, select Hyperlink.
      2. + +
    2. In the Hyperlink dialog, insert the target URI in the Target field + under Hyperlink Type. +
      3. + +
    3. Insert the link text in the Text field under Further Settings. + (You can also select the link text from the document text before + bringing up the dialog. The Text field will be filled in with the + selected text.) +
      4. + +
    4. Save the file as tagged PDF. (See the .) +
      5. + +
    +
    +
    +

    Example 3: Creating a hyperlink using the Create Link dialog in Adobe + Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. Select the text that will become the link text.
      2. + +
    2. Access the context menu and select Create Link.
      3. + +
    +
    + + + +
    Figure 1Image of a PDF document with text selected to create a hyperlink. The context menu + shows Create Link selected. +
    + + +
    +

    3. Follow the instructions in the Create Link dialog to specify the + link appearance, as shown below. +

    + +

    Then select Next and specify the URI. The image below shows the resulting + hyperlink and tooltip. +

    + +

    This example is shown in operation in the working example of creating a hyperlink in PDF. +

    +
    +
    +

    Example 4: Marking up link text using a /Link structure element

    +

    Link annotations in PDF documents are associated with a geometric + region of a page rather than a particular object in a content stream. + For this reason, link annotations alone are not useful for users with + visual impairments, or to applications that must determine which content + can be activated to invoke a hypertext link. +

    +

    Tagged PDF /Link elements use PDF's logical structure to establish + the association between content items and link annotations, providing + functionality comparable to HTML hypertext links. +

    +

    In HTML, the following example produces text containing a hypertext + link: + 

    Here is some text <a href="https://www.w3.org/WAI/"> with a link </a> inside.
+

    In PDF the page must be painted first and then a link annotation + placed over the area where the object action will occur. +

    +

    The following code fragment shows PDF equivalent to the HTML above; + it uses link text displayed in blue and underlined. A second code fragment + follows, indicating the associated logical structure hierarchy. This + is typically accomplished by an authoring tool. + 

     /P <</MCID 0>>                                                %Marked Content Sequence 0 (paragraph)
+  BDC                                                          %Begin marked content sequence
+   BT                                                          %Begin text object
+    /F1 11.04 Tf                                               %set text font and size
+    1 0 0 1 72.024 709.54 Tm                                   %set text matrix
+    0 g                                                        %set non stroking color to black
+    0 G                                                        %set stroke color to black
+   [(H)3(ere )-4(is s)10(o)5(m)-4(e)9( t)-3(e)9(xt)-3( )] TJ   %Show text preceding the link" Here is some text"
+   ET                                                          %end text object
+  EMC                                                          %end marked content sequence
+ 
+ /Span <</MCID 1>>                                             %Marked Content Sequence 1 (underlined link text)
+  BDC                                                          %Begin marked content sequence
+   BT                                                          %Begin text object
+    1 0 0 1 152.42 709.54 Tm                                   %set text matrix
+    0 0 1 rg                                                   %set non-stroking color to blue
+    0 0 1 RG                                                   %set stroke color to blue
+    [(with a )-2(li)3(n)14(k)] TJ                              %Show link text " with a link"
+   ET                                                          %end text object
+    0 0 1 rg                                                   %set stroke color to blue
+    152.42 707.62 45.984 0.72 re                               %rectangle operator - target area for the link
+    f*                                                         %fill the path using the even-odd rule
+  EMC                                                          %end marked content sequence
+ 
+ /P <</MCID 2>>                                                %Marked Content Sequence 2 (paragraph)
+  BDC                                                          %Begin marked content sequence
+   BT                                                          %begin text object
+    1 0 0 1 198.41 709.54 Tm                                   %set text matrix                                            
+    0 g                                                        %set non stroking color to black
+    0 G                                                        %set stroke color to black
+    [( )] TJ                                                   %empty text string showing white space
+   ET                                                          %end text object
+   BT                                                          %begin text object
+    1 0 0 1 200.93 709.54 Tm                                   %set text matrix
+    [(in)5(sid)5(e.)] TJ                                       %show text following the link "inside."
+   ET                                                          %end text
+   BT                                                          %begin text object
+    1 0 0 1 229.97 709.54 Tm                                   %set text matrix
+    [( )] TJ                                                   %empty text string showing white space
+   ET                                                          %end text object
+  EMC                                                          %end marked content sequence 
+

    The following code fragment is an excerpt from the logical structure + that establishes the association between the content items and the + link annotation: + 

     11 0 obj                                              %Object ID 11, generation   0, obj keyword
+  <</K[1                                               %immediate child of the structure tree root
+   <<
+    /Obj 26 0 R                                        %reference to Object 26
+    /Type/OBJR                                         %this object describes an indirect object reference
+   >>]
+    /P 12 0 R
+    /Pg 17 0 R
+    /S/Link
+  >>
+ endobj
+ 
+ 26 0 obj                                              %object ID 26 which is referenced by the OBJR in Object 11
+  <</A 31 0 R
+   /BS
+   <</S/S
+     /Type/Border
+     /W 0
+   >>
+   /Border[0 0 0]                                      %a colorless border
+   /H/I
+   /Rect[150.128 694.558 200.551 720.0]                %the boundaries defining target area where link annotation is active
+   /StructParent 1
+   /Type/Annot                                         %Structure element is an annotation
+   /Subtype/Link
+  >>                                                   %It is a link annotation                                                 
+ endobj     
+ 31 0 obj                                              %Object 31, gen 0, obj
+  <</S/URI                                             %Object type is URI action
+    /URI(https://www.w3.org/WAI)                        %The Uniform resource identifier to resolve
+  >>   
+ endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each hyperlink, verify that the link is correctly tagged and the + link text is properly exposed: +

    + +
      + +
    1. Read the PDF document with a screen reader, listening to hear + that the link is read correctly and that it describes the purpose + of the link (i.e., its destination). +
      2. + +
    2. Visually scan the tag tree to verify that the link is tagged correctly + and the link text is exposed (for screen magnifier users and sighted + users with cognitive disabilities). +
      3. + +
    3. Use a tool that is capable of showing the /Link entry value to + open the PDF document and view the hyperlink and link text. +
      4. + +
    4. Use a tool that exposes the document through the accessibility + API and verify that the link has the correct link text. +
      5. + +
    5. Tab to each link and check that it can be followed to its target + by pressing Enter. +
      6. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 or #2 or #3 or #4 is true.
      • + +
    • #5 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF12.html b/wcag21/techniques/pdf/PDF12.html new file mode 100644 index 0000000..d7da1c8 --- /dev/null +++ b/wcag21/techniques/pdf/PDF12.html @@ -0,0 +1,526 @@ + + + + + PDF12: Providing name, role, value information for form fields in PDF documents + + + + + + + +

    Providing name, role, value information for form fields in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents with interactive form fields.

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to ensure that assistive technologies + can gather information about and interact with form controls in PDF + content. +

    +

    The types of PDF form controls are: text input field, check box, radio + button, combo box, list box, and button. +

    +

    Providing name, role, state, and value information for all form components + enables compatibility with assistive technology, such as screen readers, + screen magnifiers, and speech recognition software used by people with + disabilities. +

    +

    The PDF specification defines how name, role, and value are set for + form controls in Section 12.7.4 (Field Types) of PDF + 1.7 (ISO 32000-1), as shown in the following table. The Comments column explains how Adobe Acrobat + Pro displays the corresponding information. +

    + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
    Interactive Form Dictionary EntriesUsed to DefineComments
    FTRoleControls that share field type also use field flags to set + the appropriate role. In Adobe Acrobat the role for form controls + is set automatically. +
    TUNameIn Adobe Acrobat the TU entry value is provided via the Tooltip + field in the form control's Properties dialog. This should + not be confused with the T entry which is defined as the Name + in Acrobat's form control properties dialog - the name field + in the Properties dialog is not used to provide the name for + a control when read by assistive technologies. +
    CAName (Pushbuttons only)In Adobe Acrobat the CA entry value is provided via the label + field in the form control's Properties dialog. +
    VValueThe Value entry is set by the user interacting with the control, + where a value is needed. +
    DVDefault ValueIn Adobe Acrobat the DV entry value can be set in the form + control's Properties dialog. +
    +

    The following table describes how the role, name, value, and state + are defined for PDF form controls created using Adobe Acrobat Pro. + Adobe LiveCycle Designer provides the same controls as well as several + additional ones: see Example 2 below. +

    + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
    PDF form element Role (FT entry) Name (TU entry)Value (V entry)Configurable States
    Text fieldText + /Tx + + TooltipDefault value (DV entry in field dictionary) can be set in + the Properties dialog. Value is entered by user. + Read Only, Required, Multiline, Password
    Check boxCheck box + /Btn + + TooltipV entry is set to 'Yes' or 'No' depending on Checked state.Read Only, Required, Checked
    Radio buttonRadio button + /Btn (Field Flag set to 'Radio') + TooltipV entry is set to 'Yes' or 'No' depending on Checked state.Read Only, Required, Checked
    Combo boxCombo box + /Ch (Field Flag set to 'Combo') + TooltipDefault value (/DV) can be set in the Properties dialog. + Value is determined by user selection. + Read Only, Required
    List boxDrop-down list + /Ch + + TooltipDefault value (/DV) can be set in the Properties dialog. + Value is determined by user selection. + Read Only, Required
    ButtonPush button + /Btn (Field Flag set to 'Pushbutton') + Label (CA entry instead of TU entry)Push buttons do not have or require a value.Read Only, Required
    Signature fieldText + /Sig + + TooltipDefault value (DV entry in field dictionary) can be set in + the Properties dialog. Value is entered by user. + Read Only, Required
    +
    +
    +

    Examples

    +
    +

    Example 1: Specifying name, role, value and/or state for a form field + using Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    This example uses a check box for illustration; the procedure is the + same for other form controls. In Form Editing mode: +

    +
      + +
    1. Access the context menu for the form field you are creating or + modifying. +
      2. + +
    2. Select the Properties... dialog for the form field.
      3. + +
    3. Specify the name by adding a value to the tool tip field. This + will used by the accessibility API as the Name for the control and + should usually be set to match the text used as a visual label for + the control. +
      4. + +
    4. Select the Options tab.
      5. + +
    5. Specify the default value and the default state, if appropriate.
      6. + +
    +

    The image below shows the Check Box Properties dialog, open in the + General tab. (The Name field in the dialog is not needed for accessibility.) + +

    +
    + + + +
    Figure 1General tab on the Check Box Properties dialog, showing name and tool tip fields for + a check box +
    + + +
    +

    The image below shows the Check Box Properties dialog, open in the + Options tab. +

    +
    + + + +
    Figure 2Options tab on the Check Box Properties dialog, showing value and state fields for + a check box. +
    + + +
    +

    This example is shown in operation in the working example of specifying name, role, value using Acrobat Pro. +

    +
    +
    +

    Example 2: Specifying name, value, and state for a form field using + Adobe LiveCycle Designer ES 8.2.1 +

    +

    This example is shown with Adobe LiveCycle Designer. There are other software tools + that perform similar functions. See the list of other software tools in . +

    +

    In Adobe LiveCycle Designer, you use the Object Library to create + form objects and the Object Palette to specify name, role, state or + value for the object. +

    +

    The following image shows the Object Palette.

    +
    + + + +
    Figure 3LiveCycle Designer Object Library showing the form objects available for form creation.
    + + +
    +

    The following three images show the tabs in the Object palette. In + the first the Field tab is open for specifying the type (or role) of + the field. +

    +
    + + + +
    Figure 4LiveCycle Designer Object palette, Field tab.
    + + +
    +

    The next image shows the Value tab, with options that can be applied + to the field. +

    +
    + + + +
    Figure 5LiveCycle Designer Object palette, Value tab options.
    + + +
    +

    The third images shows the Binding tab, specifying the name of the + field. +

    +
    + + + +
    Figure 6LiveCycle Designer Object palette, Binding tab.
    + + +
    +

    This example is shown in operation in the working example of specifying name, role, value using LiveCycle Designer. +

    +
    +
    +

    Example 3: Adding a checkbox in a PDF document using the /Btn field + type +

    +

    The following code fragment illustrates code that is typical for a + simple check box field such as shown in Examples 1 and 2. This is typically + accomplished by an authoring tool. + 

    1 0 obj
+  << /FT /Btn     % Role
+     /TU Retiree  % Name
+     /V /Yes      % Value
+     /AS /Yes
+     /AP << /N << /Yes 2 0 R /Off 3 0 R>>
+  >>
+endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For the form control, verify that name, role, and value/state + are specified by one of the following: +

      + +
        + +
      • Use a screen reader to navigate to the form control and check + that it can be activated or that its value can be changed. Verify + that the name (tooltip) and role are announced. +
        • + +
      • Use a tool capable of showing the form field information to open the PDF document + and verify that the form control has the correct name, role, value, and state (if + appropriate) information. +
        • + +
      • Use a tool that exposes the document through the accessibility + API, and verify that the form control has the correct name, role, + value, and state (if appropriate) information. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF13.html b/wcag21/techniques/pdf/PDF13.html new file mode 100644 index 0000000..109c3c4 --- /dev/null +++ b/wcag21/techniques/pdf/PDF13.html @@ -0,0 +1,260 @@ + + + + + PDF13: Providing replacement text using the /Alt entry for links in PDF + documents + + + + + + + + +

    Providing replacement text using the /Alt entry for links in PDF + documents +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents that contain links.

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to provide replacement link text + via the /Alt entry in the property list for a tag. This is usually + not necessary, but in some situations, additional information beyond + the visible link text is needed, particularly for screen reader users. + Screen readers can read visible link text, but replacing the screen + text with meaningful alternate text for links in a PDF document can + make links more accessible. +

    +

    Links in PDF documents are represented by a Link tag and objects in + its sub-tree, consisting of a link object reference (or Link annotation) + and one or more text objects. The text object or objects inside the + Link tag are used by assistive technologies to provide a name for the + link. +

    +

    Authors can replace the default link text by providing an /Alt entry + for the Link tag. When the Link tag has an /Alt entry, screen readers + ignore the value of any visible text objects in the Link tag and use + the /Alt entry value for the link text. +

    +

    The simplest way to provide context-independent link text that complies + with the WCAG 2.0 success criteria is to create them when authoring + the document, before conversion to PDF. In some cases, it may not be + possible to create the links using the original authoring tool. When editing PDF + documents with Adobe Acrobat Pro, the best way to create accessible links is to use + the Create Link command. +

    +

    Authors should make sure that the alternate text makes sense in context + of the screen text before and after the link. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Adding alternate link text using Adobe Acrobat 9 Pro

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    The image below shows a document converted to PDF from Oracle Open + Office. Note that the visible link text is the URL for the link target. + A screen reader will read the entire URI as the link text. +

    +
    + + + +
    Figure 1A document with the link URI as the link text.
    + + +
    +

    To create more accessible link text for assistive technology:

    +
      + +
    1. In the View menu, open the Tag panel by selecting Navigation Panels > Tags.
      2. + +
    2. Locate the Link tag in the tag tree, access the context menu for + the link, and select Properties. +
      3. + +
    3. In the TouchUp Properties dialog, in the Tags tab, enter replacement + text in the Alternate Text field. Screen readers will read this text + instead of the entire URI. +
      4. + +
    +

    The next image shows the Link tag structure in the Tag panel.

    + +

    The last image shows the Alternate Text specified in the Link tag's + TouchUp Properties dialog. A screen reader will read the Alternate + Text as the link text. +

    +
    + + + +
    Figure 3The new Alternate Text: 'Boston Globe technology page'
    + + +
    +

    This example is shown in operation in the working example of adding alternate link text (OpenOffice file) and working example of adding alternate link text (PDF file). +

    +
    +
    +

    Example 2: Adding alternate link text in a PDF document using the + /Alt entry +

    +

    The following code fragment illustrates code that is typical for alternative + text for a link. This is typically accomplished by an authoring tool. + 

    32 0 obj
+<<
+  /S/URI                                       %Action type (required), must be URI for a URI action
+  /URI(http://www.boston.com/business/technology/)  %Uniform resource identifier(required), the URI to be resolved
+>>
+endobj
+

    The following illustrates how to specify alternate text for the + URL in the above link: + 

    11 0 obj
+<<
+  /Alt(Boston Globe technology page)    %Alternate text entry
+  /K [ 1                                                      
+       <<
+         /Obj 27 0 R
+         /Type /OBJR            %Object reference to the link
+       >>
+       ]                       
+  /P 12 0 R
+  /Pg 18 0 R
+  /S
+  /Link
+>>
+endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For the hyperlink, verify that the alternate link text is properly + coded by one of the following: +

      + +
        + +
      • Read the PDF document with a screen reader, listening to hear + that the alternate link text is read correctly. +
        • + +
      • Use a tool that is capable of showing the /Alt entry to open + the PDF document and view the hyperlink and alternate link text. +
        • + +
      • Use a tool that exposes the document through the accessibility + API and verify that the alternate link text is the text for the + link. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF14.html b/wcag21/techniques/pdf/PDF14.html new file mode 100644 index 0000000..69421bc --- /dev/null +++ b/wcag21/techniques/pdf/PDF14.html @@ -0,0 +1,321 @@ + + + + + PDF14: Providing running headers and footers in PDF documents + + + + + + + +

    Providing running headers and footers in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to help users locate themselves + in a document by providing running headers and footers via pagination + artifacts. This is normally accomplished using a tool for authoring + PDF. +

    +

    Running headers and footers help make content easier to use and understandable + by providing repeated information in a consistent and predictable way. + The content of headers and footers will vary widely depending on the + document scope and content, the audience, and design decisions. Some + examples of location information that may be used in headers and footers + are listed below. Whether the information appears in a header or a + footer is often a design decision; page numbers often appear in footers + but they may alternatively appear in headers. +

    +
      + +
    • Document title
      • + +
    • Current chapter and/or section in the document
      • + +
    • Page numbers with location information such as, "Page 3-4" or "Page + 9 of 15." +
      • + +
    • Author and/or date information.
      • + +
    +

    Consistency helps users with cognitive limitations, screen-reader + users and low-vision magnifier users, and users with intellectual disabilities + understand content more readily. +

    +

    The easiest way to provide page headers and footers is in the authoring + tool for the document. Authoring tools typically provide features for + creating header and footer text and information (such as page numbers). + However, if after converting your document to PDF, you need to add + or modify page headers and footers, authoring or repair tools like Adobe Acrobat + Pro's Header & Footer + tools can be used. In all cases, the tools generate page headers and + footers in consistent and predictable layout, format, and text. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Adding running headers and footers using Microsoft Word + 2007 +

    +

    This example is shown with Microsoft Word. There are other software tools that perform + similar functions. See the list of other software tools in . +

    +

    In Microsoft Word, use the Insert ribbon, which allows you to specify + header, footer, and page number information and layout, as shown in + the following images. +

    +
    + + + +
    Figure 1Header and Footer tools on the Word Insert ribbon
    + + +
    +

    You can use these tools to specify headers and footers as shown in + the following images: +

    +
    + + + +
    Figure 2Page headers in a Word document
    + + +
    + +

    When converted to PDF, the page headers and footers appear in the + document. +

    +
    + + + +
    Figure 4Page headers converted from Word.
    + + +
    +
    + + + +
    Figure 5Page footers converted from Word.
    + + +
    +

    This example is shown in operation in the working example of adding running headers using Word (Word file) and working example of adding running headers using Word (PDF file). +

    +
    +
    +

    Example 2: Adding running headers and footers using OpenOffice.org + Writer 2.2 +

    +

    This example is shown with OpenOffice.org Writer. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    In OpenOffice.org Writer, use the Insert > Header and Insert > Footer + tools, which allow you to specify header and footer information and + layout, as shown in the following images. +

    +
    + + + +
    Figure 6Header and Footer tools in OpenOffice.org Writer.
    + + +
    +
    + + + +
    Figure 7Page headers in an OpenOffice.org Writer document.
    + + +
    + +

    When converted to PDF, the page headers and footers appear in the + document as they do in the converted Word document in Example 1. +

    +

    This example is shown in operation in the working example of adding running headers using OpenOffice Writer (OpenOffice file) and working example of adding running headers using OpenOffice Writer (PDF file). +

    +
    +
    +

    Example 3: Adding running headers and footers to PDF documents using + Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    In Adobe Acrobat Pro, you can add or modify headers and footers:

    +
      + +
    1. Select Document > Header & Footer > Add...
      2. + +
    2. In the Add Header and Footer tool, specify text and formats for + headers and footers in your document. +
      3. + +
    3. Use the Previews to make sure the text, fonts, and layout are + as you want them for your document. +
      4. + +
    +

    The image below shows Acrobat Pro's Add Header and Footer tool.

    + +
    +
    +

    Example 4: Marking a running header or footer as a pagination artifact + in a PDF document using an /Artifact tag or property list +

    +

    The PDF specification allows running headers and footers to be marked + as "pagination artifacts" as defined in section 14.8.2.2 "Real + Content and Artifacts," of PDF + 1.7 (ISO 32000-1). +

    +

    An artifact is explicitly distinguished from real content by enclosing + it in a marked-content sequence with the /Artifact tag. + 

    /Artifact
+BMC
+...
+EMC
+

    or

    /Artifact propertyList
+BDC
+...
+EMC
+

    The first is used to identify a generic artifact; the second is + used for artifacts that have an associated property list. Note: to + aid in text reflow, artifacts should be defined with property lists + whenever possible. Artifacts lacking a specified bounding box are + likely to be discarded during reflow. +

    +

    Property list entries for artifacts include Type, BBox, Attached, + and Subtype. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that running headers and/or footers are provided and contain + information to help users locate themselves within the document (such + as page numbers or chapter numbers). +
      2. + +
    2. If section headers are used in the running header or footer, check + that the section header and the running header or footer are consistent. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF15.html b/wcag21/techniques/pdf/PDF15.html new file mode 100644 index 0000000..95eede1 --- /dev/null +++ b/wcag21/techniques/pdf/PDF15.html @@ -0,0 +1,313 @@ + + + + + PDF15: Providing submit buttons with the submit-form action in PDF forms + + + + + + + +

    Providing submit buttons with the submit-form action in PDF forms

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents with forms.

    +

    This technique relates to Success Criterion 3.2.2: On Input (Sufficient as a way to meet G80: Providing a submit button to initiate a change of context). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide a mechanism that allows + users to explicitly request a change of context using the submit-form + action in a PDF form. The intended use of a submit button is to generate + an HTTP request that submits data entered in a form, so it is an appropriate + control to use for causing a change of context. In PDF documents, submit buttons + are normally implemented using a tool for authoring PDF. +

    +

    Examples 1 and 2 demonstrate how to add a submit button using specific + authoring tools. There are other PDF tools that perform similar + functions. Check the functionality provided by . +

    +
    +
    +

    Examples

    +
    +

    Example 1: Adding a submit button using Adobe Acrobat 9 Pro

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. From the toolbar, select Forms > Form Tools > Button and + create a button on the form. +
      2. + +
    2. Access the context menu for the button and select Properties... + to open the Button Properties dialog. +
      3. + +
    3. In the General tab, provide a tooltip for the button.
      4. + +
    4. In the Options tab, choose an option in the Layout menu for the + button label, icon image, or both. Then, type text in the Label box + to identify the button as a submit button and/or click Choose Icon + and locate the image file you want to use. +
      5. + +
    5. + +

      In the Actions tab:

      + +
        + +
      • For Select Trigger, choose Mouse Up. (The Mouse Up event is + keyboard accessible and, in addition, ensures that the button + will not change context unexpectedly, as it might with, e.g., + a Mouse Enter event.) +
        • + +
      • For Select Action, choose Submit A Form.
        • + +
      • Click Add.
        • + +
      + +
      6. + +
    6. In the Add dialog, enter a URL to collect data on a server or + collect form data as e-mail attachments. +
      7. + +
    +

    The following image shows the Options tab on the Button Properties + dialog. +

    +
    + + + +
    Figure 1The Options tab in the Button Properties dialog, showing the layout and label button + properties. +
    + + +
    +

    The following image shows the Actions tab on the Button Properties + dialog. +

    +
    + + + +
    Figure 2The Action tab in the Button Properties dialog with the Select Action option specified.
    + + +
    +
    +
    +

    Example 2: Adding a submit button using Adobe LiveCycle Designer + ES 8.2.1 +

    +

    This example is shown with Adobe LiveCycle Designer. There are other software tools + that perform similar functions. See the list of other software tools in . +

    +
      + +
    1. On the Insert > Standard menu, select the HTTP Submit Button + item. +
      2. + +
    2. On the Object panel for the HTTP Submit Button, insert the URL + for form-submission processing. +
      3. + +
    +

    The following image shows the Standard menu with the list of form + controls. +

    +
    + + + +
    Figure 3The Standard menu showing the list of form controls, including the selection of the + HTTP Submit Button. +
    + + +
    +

    The following image shows the Object panel with the URL and other + fields for button appearance. +

    +
    + + + +
    Figure 4The Object panel showing the URL and other fields for specifying the submit button's + appearance and action. +
    + + +
    +
    +
    +

    Example 3: Adding a script action to a submit button in a PDF document + using JavaScript +

    +

    The following JavaScript code illustrates the use of a script to specify + the submit-form action. To add this script to the form field: +

    +
      + +
    1. Open the Button Properties dialog, as shown in Example 1, and + select the Actions tab +
      2. + +
    2. Select Run a JavaScript from the drop-down list, and select the + Add button +
      3. + +
    3. Enter JavaScript code in the JavaScript Editor dialog, for example:
      4. + + 
    var aSubmitFields = new Array( "name", "id", "juser" );
+this.submitForm({
+  cURL: "http://www.example.com/cgi-bin/myscript.cgi#FDF",
+  aFields: aSubmitFields,
+  cSubmitAs: "FDF" // the default, not needed here
+});
+

    The following images illustrate this process:

    +
    + + + +
    Figure 5The Button Properties dialog for a submit button.
    + + +
    +
    + + + +
    Figure 6The JavaScript added to the Action tab of the Button Properties dialog.
    + + +
    +

    This example is shown in operation in the working example of adding a script action to a submit button. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For each page that submits a form, visually verify that the form + contains a submit button and check one of the following: +

      + +
        + +
      • Tab to the button and check that it submits the form in response + to user action to select the button. +
        • + +
      • Open the PDF document with a tool that is capable of showing + the submit-form action and check that the button action is to + submit the form. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true for each page that contains a form.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF16.html b/wcag21/techniques/pdf/PDF16.html new file mode 100644 index 0000000..7ddd36f --- /dev/null +++ b/wcag21/techniques/pdf/PDF16.html @@ -0,0 +1,251 @@ + + + + + PDF16: Setting the default language using the /Lang entry in the document + catalog of a PDF document + + + + + + + + +

    Setting the default language using the /Lang entry in the document + catalog of a PDF document +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents

    +

    This technique relates to Success Criterion 3.1.1: Language of Page (Sufficient). +

    +
    +
    +

    Description

    +

    The objective of this technique is to specify a document's default + language by setting the /Lang entry in the document catalog. This is + normally accomplished using a tool for authoring PDF. +

    +

    Both assistive technologies and conventional user agents can render + text more accurately when the language of the document is identified. + Screen readers can load the correct pronunciation rules. Visual browsers + can display characters and scripts correctly. Media players can show + captions correctly. As a result, users with disabilities are better + able to understand the content. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Adding a /Lang entry to specify the default document language + using Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. Open the document in Adobe Acrobat Pro
      2. + +
    2. From the File menu, select "Properties..."
      3. + +
    3. In the "Properties" dialog, select the "Advanced" tab
      4. + +
    4. In the "Reading Options" field, select the default language + from the "Language" combo box +
      5. + +
    +
    + + + +
    Figure 1Specifying the default language in Adobe Acrobat's Properties dialog.
    + + +
    +
    +
    Note
    +
    + +

    Acrobat includes 16 preset language selections. + If you need to specify a language that is not on the list, such as + Russian, you must type the ISO 639 code for the language, not its name. +

    + +
    +
    +

    This example is shown in operation in the working example of adding a /Lang entry using Acrobat Pro. +

    +
    +
    +

    Example 2: Specifying the default document language in a PDF document + using Microsoft Word 2007 +

    +

    This example is shown with Microsoft Word. There are other software tools that perform + similar functions. See the list of other software tools in . +

    +

    Documents authored in Microsoft Word: "In some instances, even + if the document language has been specified in the source file, the + information about document language is not conveyed to the PDFMaker. + Setting the language for an entire document in the Document Properties + dialog box [see Example 1] corrects all errors related to this option."(Adobe® + Acrobat® 9 Pro Accessibility Guide: Creating Accessible PDF from Microsoft® + Word) +

    +
    +
    +

    Example 3: Specifying the default document language in a PDF document + using a /Lang entry +

    +

    The natural language used for text in a document is determined in + a hierarchical fashion, based on whether an optional /Lang entry is + present in any of several possible locations. At the highest level, + the document's default language may be specified by a /Lang entry in + the document catalog. +

    +

    The following code fragment illustrates code that is typical for using + the /Lang entry in the document catalog for a document's default language + (in this case, US English). (This is typically accomplished by an authoring + tool.) + 

     1 0 obj
+   << /Type /Catalog
+      ...
+      /Lang (en-US)
+      ...
+   >> 
+ endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      Verify that the default language for the document is correctly + specified by applying one of the following: +

      + +
        + +
      • Read the PDF document with a screen reader, listening to hear + that the text is read in the correct natural language. +
        • + +
      • Using a PDF editor, check that the language is + set to the default document language. +
        • + +
      • Use a tool which is capable of showing the /Lang entry value + in the document catalog to open the PDF document and view the + language settings. +
        • + +
      • Use a tool that exposes the document through the accessibility + API and verify that the language is set to the default language. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF17.html b/wcag21/techniques/pdf/PDF17.html new file mode 100644 index 0000000..7bb5968 --- /dev/null +++ b/wcag21/techniques/pdf/PDF17.html @@ -0,0 +1,347 @@ + + + + + PDF17: Specifying consistent page numbering for PDF documents + + + + + + + +

    Specifying consistent page numbering for PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to help users locate themselves in a document by + ensuring that the page numbering displayed in the PDF viewer page controls has the + same page numbering as the document. For example, Adobe Acrobat Pro and Reader display + page numbers in the Page Navigation toolbar. The page number format is specified by + the /PageLabels entry in the Document Catalog. +

    +

    Many documents use specific page number formats within a document. Commonly, front + matter is numbered with lowercase Roman numerals. The main content, starting on the + page numbered 1, may actually be the fifth or sixth page in the document. Similarly, + appendices may begin with page number 1 plus a prefix of the appendix letter (e.g., + "A-1"). +

    +

    Authors should make sure that the page numbering of their converted documents is reflected + in any page number displays in their user agent. Consistency in presenting the document's + page numbers will help make navigating the document more predictable and understandable. +

    +

    As an example, if /PageLabels has not been provided to describe the page number formatting, + the page numbering scheme will not be reflected in the Page Navigation toolbar in + Adobe Acrobat Pro or Reader. This toolbar displays the page number in a text box, + which users can change to move to another page. In addition, users can select the + arrows to move one page up or down in the document. The toolbar also displays the + relative page number location. In the image below, the default display indicates the + user is on page 1 of 4 pages. +

    +
    + + + +
    Figure 1Page Navigation toolbar in Adobe Acrobat Pro, displaying the page number in a text + box, which users can change to move to another page. In addition, users can select + the arrows to move one page up or down in the document. The toolbar also displays + the relative page number location, e.g., page 1 of 4 pages. +
    + + +
    +

    A more direct way of going to a page is to use the shortcut for the View > Page Navigation + > Page menu item. On Windows, this shortcut is "Ctrl + Shift + N"; on Mac OS, it is + "Cmd + Shift + N". This brings up a dialog box to go to a specific page number. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Editing PDF page number formatting specifications using Adobe Acrobat 9 + Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    The example document converted from Microsoft Word 2007 has 4 pages, numbered + i, ii, iii, 1. The image below shows the Word document with lowercase + Roman numeral page numbering specified In Word using: +

    +
      + +
    • Insert ribbon > Page number > Page Number Format
      • + +
    +

    In this document, a new section has been created with page numbering + beginning with Arabic numeral 1 on the fourth page of the document. The document + was then converted to PDF from Word. +

    +
    + + + +
    Figure 2The Page Number Format dialog in Word, specifying lowercase Roman page numbering.
    + + +
    +

    In Adobe Acrobat Pro, Select View > Navigation Panels > Pages. + The following image shows the page thumbnails in the Pages panel + and the Page Navigation toolbar. Both the thumbnails and the toolbar + use Arabic page numbers. +

    +
    + + + +
    Figure 3Page thumbnails in the Pages panel and the Page Navigation toolbar, both using Arabic + page numbers. +
    + + +
    +

    To correct the page numbers:

    +
      + +
    1. Select the pages to be renumbered
      2. + +
    2. Access the context menu for the selected pages and select Number + Pages +
      3. + +
    3. In the Page Numbering dialog, select the lowercase Roman numeral + style and the starting page (1 by default, which is correct in this + case) +
      4. + +
    4. Select OK
      5. + +
    +

    The following image shows the Page Numbering dialog and selections.

    +
    + + + +
    Figure 4Three pages selected on the Pages panel and the Page Numbering dialog specifying the + new page styles. The starting page is specified as 1 (default), which is correct. +
    + + +
    +

    Follow the same process to change the fourth page number to Arabic + numeral 1. +

    +

    The following image shows the correct page numbers for the 4 pages. + Note that page iii is selected in the Pages panel and the Page Navigation + toolbar shows iii in the text area. In addition, the relative location + in the document is shown at the right of the toolbar: "(3 of 4)." +

    +
    + + + +
    Figure 5The Pages panel in Adobe Acrobat Pro showing pages numbered i, ii, iii, 1. The Page + Navigation toolbar shows iii for the third page. The relative page location is also + displayed as '(3 of 4).' +
    + + +
    +

    This example is shown in operation in the working example of specifying page numbers in a document converted from Word (Word + file) and working example of specifying page numbers in a document converted from Word (PDF + file). +

    +
    +
    +

    Example 2: Specifying page numbers using the /PageLabels entry

    +

    The following code fragment illustrates code that is typical for specifying + multiple page numbering schemes in a document. +

    +

    The example below is for a document with pages labeled:

    + +

    This numbering scheme requires 3 page-label dictionaries (for lowercase + Roman, Arabic, and prefixed numbers) + 

    1 0 obj
+    << /Type /Catalog
+       /PageLabels << /Nums [ 0 << /S /r >>  % lowercase Roman numerals
+                              4 << /S /D >>  % Arabic numerals
+                              7 << /S /D     % Arabic numerals with ...
+                      /P (A-)                % the prefix "A-"...
+                      /St 8                  % starting at page 8
+                                >>
+                            ]
+                    >>
+       …
+   >>
+  endobj
+

    Page labels are specified as follows:

    +
      + +
    • + +

      + /S specifies the numbering style for page numbers: +

      + +
        + +
      • + /D - Arabic numerals (1,2,3...) +
        • + +
      • + /r - lowercase Roman numerals (i, ii, iii,...) +
        • + +
      • + /R - uppercase Roman numerals (I, II, III,...) +
        • + +
      • + /A - uppercase letters (A-Z) +
        • + +
      • + /a - lowercase letters (a-z) +
        • + +
      + +
      • + +
    • + /P (optional) - page number prefix +
      • + +
    • + /St (optional) - the value of the first page number in the range + (default: 1) +
      • + +
    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For every section in the document that uses a different pagination + format, check that the page navigation feature uses the same format + used on the document pages: +

      + +
        + +
      • Select the pages that begin a new pagination + format and visually verify that the same format and page number + is shown in the page navigation feature. +
        • + +
      • Using a screen reader, check that the page number announced + in the page navigation feature is the same as the page number + announced on the document page. +
        • + +
      • Using a tool that is capable of showing the /PageLabels entries, + open the PDF document and view the entries. +
        • + +
      • Use a tool that exposes the document through the accessibility + API, and verify that the /PageLabels entries are specified correctly. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF18.html b/wcag21/techniques/pdf/PDF18.html new file mode 100644 index 0000000..1342005 --- /dev/null +++ b/wcag21/techniques/pdf/PDF18.html @@ -0,0 +1,232 @@ + + + + + PDF18: Specifying the document title using the Title entry in the document + information dictionary of a PDF document + + + + + + + + +

    Specifying the document title using the Title entry in the document + information dictionary of a PDF document +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents

    +

    This technique relates to Success Criterion 2.4.2: Page Titled (Sufficient as a way to meet G88: Providing descriptive titles for Web pages). +

    +
    +
    +

    Description

    +

    The intent of this technique is to show how a descriptive title for + a PDF document can be specified for assistive technology by using the + /Title entry in the document information dictionary and by setting + the DisplayDocTitle flag to True in a viewer preferences dictionary. + This is typically accomplished by using a tool for authoring PDF. +

    +

    Document titles identify the current location without requiring users + to read or interpret page content. User agents make the title of the + page easily available to the user for identifying the page. For instance, + a user agent may display the page title in the window title bar or + as the name of the tab containing the page. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Setting the document title in the metadata and specifying + that the title be displayed in the title bar using Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    Open the PDF document in Adobe Acrobat Pro:

    +
      + +
    1. Select File > Properties
      2. + +
    2. Select the Description tab to view the metadata in the document, + including the document information dictionary +
      3. + +
    3. Modify the Title field to add or change the document's Title entry
      4. + +
    +
    + + + +
    Figure 1Viewing the Title field in the Description tab of the Properties dialog. The document + title is entered in the field. +
    + + +
    +

    Note that, with Adobe Acrobat installed, you can also enter and read + the data properties information from the desktop. Access the file's + context menu, choose Properties, and select the PDF tab. Any information + you type or edit in this dialog box also appears in the Document Properties + Description when you open the file. +

    +

    To display the document title in the title bar of a user agent:

    +
      + +
    1. Select File > Properties
      2. + +
    2. Select the Initial View tab
      3. + +
    3. In the Window Options section, select Document Title in the Show + pull-down list. +
      4. + +
    +
    + + + +
    Figure 2Specifying that the document title be displayed in the title bar. In the Window Options, + Show Document Title is selected. +
    + + +
    +

    The title is displayed in the title bar, as shown in the image below.

    +
    + + + +
    Figure 3Image of the Adobe Acrobat Pro title bar with the title of the document displayed.
    + + +
    +

    This example is shown in operation in the working example of displaying document title in the title bar. +

    +
    +
    +

    Example 2: A /Title entry in the document information dictionary + of a PDF document +

    +

    The following code fragment illustrates code that is typical for providing + a /Title entry in a document information dictionary that contains a + document title. + 

    1 0 obj   
+   << /Title (Applying Guerrilla Tactics to Usability Testing by People with Disabilities)    
+      /Author (Mary Smith) 
+      /CreationDate (D:19970915110347-08'00')    
+   >>   
+endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      Verify that the title for the document is correctly specified and + displayed in the user agent title bar by applying one of the following: +

      + +
        + +
      • Open the PDF document with a screen reader, listening to hear + that the document title is read correctly. +
        • + +
      • Using a PDF editor, check that the document title is specified. + Select the Initial View tab to check that the title will be displayed. +
        • + +
      • Use a tool which is capable of showing the /Title entry value + in the document catalog to open the PDF document and view the + /Title entry and /DisplayDocTitle flag settings. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF19.html b/wcag21/techniques/pdf/PDF19.html new file mode 100644 index 0000000..39d4212 --- /dev/null +++ b/wcag21/techniques/pdf/PDF19.html @@ -0,0 +1,356 @@ + + + + + PDF19: Specifying the language for a passage or phrase with the Lang entry + in PDF documents + + + + + + + + +

    Specifying the language for a passage or phrase with the Lang entry + in PDF documents +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to specify the language of a passage, + phrase, or word using the /Lang entry to provide information in the + PDF document that user agents need to present text and other linguistic + content correctly. This is normally accomplished using a tool for authoring + PDF. +

    +

    Both assistive technologies and conventional user agents can render + text more accurately when the language is identified. Screen readers + can load the correct pronunciation rules. As a result, users with disabilities + are better able to understand + the content. +

    +
    +
    Note
    +
    + +

    This technique can be used to set the default + language for the entire document if the entire document is contained + in the container or tag. In this case, this technique would apply to + Success Criterion 3.1.1. +

    + +
    +
    +
    +
    +

    Examples

    +
    +

    Example 1: Adding a /Lang entry to specify the language for a paragraph + using Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. In the Tools menu, select Advanced Editing.
      2. + +
    2. Select the TouchUp Reading Order Tool.
      3. + +
    3. Click the Show Order Panel button in the TouchUp Reading Order + Tool +
      4. + +
    4. Select the Tags tab in the Show Order Panel and select the paragraph + that is in the different language. You can also use the Options menu + in the Tags tab: select Find Tag from Selection. +
      5. + +
    5. Right-click the selection and select Properties in the context + menu. +
      6. + +
    6. In the Tags tab in the Properties dialog, select the language + from the drop-down list. +
      7. + +
    +
    +
    Note
    +
    + +

    Acrobat includes 16 preset language selections. + If you need to specify a language that is not on the list, such as + Russian, you must type the ISO 639 code for the language, not its name. +

    + +
    +
    +
    +
    +

    Example 2: Adding a /Lang entry to specify the language for a specific + word or phrase using Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. Select the word or phrase that is in a different language and + create a tag for it in the Reading Order Panel (e.g., Text). +
      2. + +
    2. Open the Tags tab in the Show Order Panel and select the tagged + word or phrase that is in the different language. You can also use + the Options menu in the Tags tab: select Create Tag from Selection. +
      3. + +
    3. Right-click the selection and select Properties in the context + menu. +
      4. + +
    4. In the Tags tab in the Properties dialog, select the language + from the drop-down list. +
      5. + +
    +

    When you tag a word or phrase, Acrobat splits the original content + into three document content tags: one for the text that precedes your + selection, one for the selection, and one for the text that follows + the selection. As needed, drag the document content tag for the selected + text into position between the other two tags, so that the text reads + in the proper order. All three tags must also be at the same level + beneath their parent tag. Drag them into place if they are not. +

    +
    + + + +
    Figure 1Specifying the language for a word in text using the Show Order Panel of the TouchUp + Reading Order tool. +
    + + +
    +

    This example is shown in operation in the working example of marking a specific word or phrase in Acrobat Pro. +

    +
    +
    +

    Example 3: Specifying the language for a word or phrase in a PDF + document using a /Lang entry +

    +

    Below the level of the default document language, the language for + a passage may be specified for the following items: +

    +
      + +
    • Marked-content sequences that are not in the structure hierarchy, + through a /Lang entry in a property list attached to the marked-content + sequence with a Span tag. +
      • + +
    • Structure elements of any type, through a /Lang entry in the structure + element dictionary. +
      • + +
    +

    The following code fragment illustrates code that is typical for using + the /Lang entry to override the default document language by specifying + a marked-content sequence within a page's content stream: + 

       /P % Start of marked-content sequence
+   BDC
+      (See you later, or in Spanish you would say, ) Tj
+      /Span << /Lang (es-MX) >>% Start of nested marked-content sequence
+     BDC
+      (Hasta la vista.) Tj
+     EMC% End of nested marked-content sequence
+   EMC% End of marked-content sequence
+

    The following code fragment illustrates code that is typical for + using the /Lang entry in the structure element dictionary. In this + case, the /Lang entry applies to the marked-content sequence having + an MCID (marked-content identifier) value of 0 within the indicated + page's content stream. + 

    1 0 obj% Structure element
+  << /Type /StructElem
+    /S /Span% Structure type
+    /P /P% Parent in structure hierarchy
+    /K<< /Type /MCR
+      /Pg 2 0 R% Page containing marked-content sequence
+      /MCID 0% Marked-content identifier
+     >>
+   /Lang (es-MX)% Language specification for this element
+   >>
+endobj
+2 0 obj% Page object
+  << /Type /Page
+     /Contents 3 0 R% Content stream
+   …
+   >>
+   endobj
+3 0 obj% Page's content stream
+  << /Length … >>
+    stream
+     BT
+      /P % Start of marked-content sequence
+      BDC
+     (See you later, or in Spanish you would say, ) Tj
+     /Span << /MCID 0 >>% Start of nested marked-content sequence
+    BDC
+     (Hasta la vista.) Tj
+    EMC% End of nested marked-content sequence
+  EMC% End of marked-content sequence
+ ET
+ endstream
+ endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      Verify that the language of a passage, phrase, or word that differs + from the language of the surrounding text is correctly specified + by a /Lang entry on an enclosing tag or container: +

      + +
        + +
      • Read the PDF document with a screen reader that supports the language of the phrase + and the language of the surrounding text, listening to hear + that the text is read in the correct natural language. +
        • + +
      • Using a PDF editor, select the word or phrase that is in the different language and + check that the language is set correctly. +
        • + +
      • Use a tool which is capable of showing the /Lang entry value + to open the PDF document and view the language settings. +
        • + +
      • Use a tool that exposes the document through the accessibility + API and verify that the language for the passage or phrase is + set correctly. +
        • + +
      + +
      2. + +
    2. Verify that if the container or tag contains the entire document, + the language setting is the language intended as the default for + the document. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF2.html b/wcag21/techniques/pdf/PDF2.html new file mode 100644 index 0000000..72548a0 --- /dev/null +++ b/wcag21/techniques/pdf/PDF2.html @@ -0,0 +1,318 @@ + + + + + PDF2: Creating bookmarks in PDF documents + + + + + + + +

    Creating bookmarks in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents

    +

    This technique relates to Success Criterion 2.4.5: Multiple Ways (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The intent of this technique is to make it possible for users to locate + content using bookmarks (outline entries in an Outline dictionary) + in long documents. +

    +

    A person with cognitive disabilities may prefer a hierarchical outline + that provides an overview of the document rather than reading and traversing + through many pages. This is also a conventional means of navigating + a document that benefits all users. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Converting a table of contents created with Microsoft + Word 2007 and creating bookmarks for Adobe Reader 9 and Acrobat 9 Pro +

    +

    This example is shown with Microsoft Word and Adobe Acrobat Pro. There are other software + tools that perform similar functions. See the list of other software + tools in . +

    +
      + +
    1. + +

      Create a table of contents at the beginning of the Word document.

      + +
      + + + +
      Figure 1Reference tab on Word ribbon, showing Table of Contents tool.
      + + +
      + +
      2. + +
    2. + +

      Use Save as... > Adobe PDF to convert the Word document to + PDF, specifying both of the following: +

      + +
        + +
      • Enable Accessibility and Reflow with Tagged Adobe PDF
        • + +
      • Convert Word Headings into Bookmarks
        • + +
      + +
      3. + +
    +

    The table-of-contents entries in the converted document will be linked + to the headings in the document. +

    +

    In addition, the headings will appear as PDF Bookmarks in the left-hand + Navigation pane. +

    +
    + + + +
    Figure 2PDF document showing the Table of Contents and Bookmarks created from the headings + in a Word document. +
    + + +
    +

    If the document provides a glossary and/or index, these sections + should have headings that appear in the table of contents (and thus + as bookmarks in the Navigation pane). The table of contents also + should be marked up with a heading so it is bookmarked as well. +

    +

    If this markup has not been done in the authoring tool, Adobe Acrobat + Pro can be used to provide the tags. See if + you need to modify converted headings or add new ones. +

    +

    This example is shown in operation in the working example of creating bookmarks with Word 2007. +

    +
    +
    +

    Example 2: Converting a table of contents created with OpenOffice.org + Writer 2.2 and creating bookmarks for Adobe Reader 9 and Acrobat 9 + Pro +

    +

    This example is shown with OpenOffice.org Writer and Adobe Acrobat Pro and Reader. + There are other software tools that perform similar functions. See the list of other + software + tools in . +

    +
      + +
    1. + +

      Create a table of contents at the beginning of the OpenOffice.org + Writer document: +

      + +
        + +
      • Insert > Indexes and Tables... > Indexes and Tables > Insert + Index/Table +
        • + +
      + +
      2. + +
    2. Use File > Export as PDF... to convert the document to PDF, + specifying Tagged PDF in the Options dialog. +
      3. + +
    +
    + + + +
    Figure 3Image of the Insert Index/Table dialog in OpenOffice.org Writer.
    + + +
    +

    The table-of-contents entries in the converted document will be linked + to the headings in the document, and will appear as PDF Bookmarks in + the left-hand Navigation pane. The OpenOffice.org Table of Contents + and Bookmarks look the same as they appeared in Example 1. +

    +

    This example is shown in operation in the working example of creating bookmarks with OpenOffice Writer. +

    +
    +
    +

    Example 3: Adding bookmarks using Adobe Acrobat 9 Pro after conversion

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software + tools in . +

    +

    After conversion to tagged PDF, you may decide to add bookmarks that + were not automatically generated. Like the converted bookmarks, tagged + bookmarks use the underlying structural information in the document. +

    +
      + +
    1. In the Bookmarks panel, choose the options menu, then choose New + Bookmarks From Structure... +
      2. + +
    2. From the Structure Elements dialog, select the elements you want + specified as tagged bookmarks. +
      3. + +
    +

    The image below shows the Bookmarks options menu.

    +
    + + + +
    Figure 4The Bookmarks options menu.
    + + +
    +

    The next image shows the selection of links in the document for bookmarking.

    + +

    The tagged bookmarks are nested under a new, untitled bookmark. Access + the context menu for the new bookmark and select the Rename option + to rename the new bookmark, as shown in the following image. +

    + +

    This example is shown in operation in the working example of creating bookmarks with Acrobat Pro. +

    +
    +
    +

    Example 4: Creating bookmarks with the outline hierarchy

    +

    The following code fragment illustrates part of an outline hierarchy + used to create bookmarks This is typically accomplished by an authoring + tool. + 

    121 0 obj
+ << /Type /Outlines
+    /First 22 0 R
+    /Last 29 0 R
+    /Count 6
+ >>
+endobj
+22 0 obj
+ << /Title (Applying Guerrilla Tactics to Usability Testing by People with Disabilities)
+    /Parent 21 0 R
+    /Next 29 0 R
+    /First 25 0 R
+    /Last 28 0 R
+    /Count 4
+    /Dest [3 0 R /XYZ 0 792 0]
+ >>
+endobj
+25 0 obj
+ << /Title (Getting started)
+    /Parent 22 0 R
+    /Next 26 0 R
+    /Dest [3 0 R /XYZ null 701 null]
+ >>
+endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. Check that the Bookmarks panel displays bookmarks.
      2. + +
    2. Check that the bookmarks link to the correct sections in the document.
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #1 and Check #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF20.html b/wcag21/techniques/pdf/PDF20.html new file mode 100644 index 0000000..5e94b8a --- /dev/null +++ b/wcag21/techniques/pdf/PDF20.html @@ -0,0 +1,334 @@ + + + + + PDF20: Using Adobe Acrobat Pro's Table Editor to repair mistagged tables + + + + + + + +

    Using Adobe Acrobat Pro's Table Editor to repair mistagged tables

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents with tables.

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The purpose of this technique is to show how table cells in PDF documents + can be marked up so that the logical relationships among rows and columns + are preserved and recognized by assistive technology. This is typically + accomplished by using a tool for authoring PDF. +

    +

    However, tables converted to PDF may have incorrectly merged or split + table cells, even if they were marked up correctly in the authoring + tool. Authors can ensure that table cells are structured properly by + using the Table Editor in Adobe Acrobat Pro's TouchUp Reading Order + tool. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Repairing table cells using the Table Editor in the TouchUp + Reading Order tool in Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    This example uses a table that was marked up correctly when it was + created in Microsoft Word. Some table headers span two rows in the + header row; one table header spans two columns. +

    +
    + + + +
    Figure 1A correctly marked up table in Word, with complex headers, before conversion to PDF.
    + + +
    +

    To check the table in the PDF document:

    +
      + +
    1. Advanced > Accessibility > TouchUp Reading Order...
      2. + +
    2. Select the table by clicking the number in the top left hand corner + of the table (3 in the reading order in the image below). +
      3. + +
    3. Select the Table Editor button on the TouchUp Reading Order panel. + The table cells will be outlined in red and labeled with their tags. + The red outlines may not exactly match up to the table cells but + you should be able to determine if the cells are tagged correctly. +
      4. + +
    +

    The following image shows the example table in the TouchUp Reading + Order tool. Note that the Results header appears to span two sub-headers + and the other headers to the left span the two rows in the Results + header. +

    +
    + + + +
    Figure 2Table in the TouchUp Reading Order tool. As in Word, the table Results header appears + to span two sub-headers and the other headers to the left span the two rows in the + Results header. +
    + + +
    +

    The following images shows the example table in the Table Editor. + The cells are outlined in red, and the tab for each cell is displayed. + Upon conversion, the Results header was incorrectly split and does + not span its two sub-headers. The headers to the right were incorrectly + split into 2 cells each and do not span the Results headers. In addition, + the incorrectly split cells were merged into one cell. +

    +
    + + + +
    Figure 3Example table in the Table Editor, showing table cells and the tag for each cell. + The Table Editor shows the Results header was incorrectly split and does not span + its two sub-headers; and other headers were also incorrectly split and merged. +
    + + +
    +

    To repair the Results header:

    +
      + +
    1. Select the header in the table (it will be outlined in blue when + selected) +
      2. + +
    2. Access the context menu
      3. + +
    3. Select Table Cell Properties...
      4. + +
    4. In the Table Cell Properties dialog, change the Column Span from + 1 to 2 +
      5. + +
    5. Press OK. You'll get a warning that the change might result in + a malformed table structure. In this case, the change is correct. + The cell you changed should change color to show the new span, as + shown in the following image. +
      6. + +
    +
    + + + +
    Figure 4The Table Cells Properties dialog showing the Column Span changed to 2 to repair a + mistagged header in this example. +
    + + +
    +

    Similarly, to repair the incorrectly split header cells to the left + of Results header: +

    +
      + +
    1. Select the top cell in the column (it will be outlined in blue + when selected) +
      2. + +
    2. Access the context menu
      3. + +
    3. Select Table Cell Properties...
      4. + +
    4. In the Table Cell Properties dialog, change the Row Span from + 1 to 2 +
      5. + +
    5. Press OK. The following image shows the correction being made + to the last header cell, with the corrected header cells to its left. +
      6. + +
    +
    + + + +
    Figure 5The Table Cells Properties dialog showing the Row Span changed to 2 to repair a mistagged + header in this example. +
    + + +
    +

    The following image shows the repaired example table.

    +
    + + + +
    Figure 6The repaired example table in the Table Editor. It now has the same table structure + as the original Word table. +
    + + +
    +

    This example is shown in operation in the working example of repairing table structure (Word file) and working example of repairing table structure (PDF file). +

    +
    +
    +

    Example 2: Marking up a table using table structure elements

    +

    The following code fragment illustrates code that is typical for a + simple table (header row and data row) such as shown in Examples 1-3: + 

    95 0 obj                %Structure element for a table
+ << 
+  /A 39 0 R
+  /K[96 0 R 101 0 R 106 0 R 111 0 R]
+  /P 93 0 R
+  /S/Table              %standard structure type is table
+ >> 
+ endobj
+96 0 obj                %Structure element for a table row
+ << 
+  /K[97 0 R 98 0 R 99 0 R 100 0 R]
+  /P 95 0 R
+  /S/TR                 %standard structure type is table row
+ >> 
+ endobj
+97 0 obj                %Structure element for a table header
+ <</A[23 0 R 120 0 R]
+   /K 1
+   /P 96 0 R
+   /S/TH                 %standard structure type is table head
+   /Pg 8 0 R
+ >> 
+endobj
+104 0 obj                %Structure element for table data (cell contents)
+ << 
+  /A 29 0 R
+  /K 7
+  /P 101 0 R
+  /S/TD                  %standard structure type is table data
+  /Pg 8 0 R
+ >> 
+endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For a table that has been repaired with the Table Editor, confirm + one of the following: +

      + +
        + +
      • Read the PDF document with a screen reader, listening to hear + that the tabular information is presented in a way that preserves + logical relationships among the table header and data cells. + (Configure the screen reader to not use heuristics to read table + header cells.) +
        • + +
      • Using a PDF editor, verify that the appropriate TR, TH, + and TD tags are in the proper reading order and hierarchy + in the table tree. +
        • + +
      • Use a tool which is capable of showing the table elements + to open the PDF document, view the table structure, and verify + that it contains the appropriate TR, TH, and TD structures. +
        • + +
      • Use a tool that exposes the document through the accessibility + API, and verify that the table structure contains the appropriate + TR, TH, and TD structures, and that they are in the proper reading + order and hierarchy. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF21.html b/wcag21/techniques/pdf/PDF21.html new file mode 100644 index 0000000..b338578 --- /dev/null +++ b/wcag21/techniques/pdf/PDF21.html @@ -0,0 +1,371 @@ + + + + + PDF21: Using List tags for lists in PDF documents + + + + + + + +

    Using List tags for lists in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents with lists.

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The intent of this technique is to create lists of related items using + list elements appropriate for their purposes. PDF files containing + lists are normally created or repaired using a tool for authoring PDF. +

    +

    When markup is used that visually formats items as a list but does + not indicate the list relationship, users may have difficulty navigating + the information. An example of such visual formatting is simply using + line-breaks to separate list items. +

    +

    Some assistive technologies allow users to navigate from list to list + or item to item. If the lists are not correctly formatted with list + tags, these users will have difficulty understanding the list content. +

    +

    The easiest way to create lists in PDF content is to format them properly + using list markup in the authoring tool, for example, Microsoft Word + or OpenOffice.org Writer. However, if you do not have access to the + source file and authoring tool, you can use Acrobat Pro's TouchUp Reading + Order tool and the Tags panel. +

    +

    The PDF + specification defines list structure in section 14.8.4.3.3 (List + Elements). The structure types for lists in PDF documents are: +

    +
      + +
    • L - the List tag, which contains one or more LI tags.
      • + +
    • LI - the List Item tag. List item tags can contain Lbl and LBody + tags. +
      • + +
    • Lbl - the list item label. Contains distinguishing information + such as a item number or bullet character. +
      • + +
    • LBody - the list item body. Contains list item content, or in + the case of a nested list, it may contain additional List tag trees. +
      • + +
    +
    +
    +

    Examples

    +
    +

    Example 1: Adding lists to Microsoft Word 2007 documents

    +

    This example is shown with Microsoft Word. There are other software tools that perform + similar functions. See the list of other software tools in . +

    +

    On the Home ribbon, use the lists tools to create or repair lists + in Word documents. This is the easiest way to ensure that lists are + formatted correctly when they are converted to PDF. +

    +

    In the image below, the numbered and bullet lists were created using + the list tools. The third list did not use the list tool (see the ribbon) + and the list will not be tagged as list elements when converted to + PDF. +

    +
    + + + +
    Figure 1Screenshot showing correctly formatted ordered and unordered lists, and a third section + of text formatted to appear as a list, but not using the list formatting tool in Microsoft + Word. +
    + + +
    +
    +
    +

    Example 2: Adding lists to OpenOffice.org Writer 2.2 documents

    +

    This example is shown with OpenOffice.org Writer. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    Use the Bullets and Numbering tool to create or repair lists in OpenOffice.org + Writer documents. This is the easiest way to ensure that lists are + formatted correctly when they are converted to PDF. +

    +

    In the image below, the numbered and bullet lists were created using + the list tools. The third list did not use the list tool (see the toolbar) + and the list will not be tagged as list elements when converted to + PDF. +

    +
    + + + +
    Figure 2Screenshot showing correctly formatted ordered and unordered lists, and a third section + of text formatted to appear as a list, but not using the list formatting tool in OpenOffice.org + Writer. +
    + + +
    +

    This example is shown in operation in the working example of adding lists to OpenOffice Writer documents. +

    +
    +
    +

    Example 3: Ensuring that lists are correctly formatted using Adobe + Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. View > Navigation Panels... > Tags
      2. + +
    2. Inspect the lists in the document to determine which, if any, + are not formatted properly. +
      3. + +
    +

    In the following image, the third list is formatted as text. The list + items are separated only by line-breaks. Assistive technology may not + be able to render the list intelligibly for users. +

    +
    + + + +
    Figure 3Tags panel showing incorrectly formatted list as text beneath a Text body tag rather + than nested under list tags. +
    + + +
    +

    To repair the list, use the Tags panel to create list tags in the + content. +

    +

    The following image shows the resulting first list item correctly + formatted. +

    +
    + + + +
    Figure 4Tags panel showing first list item correctly nested under list tags.
    + + +
    +

    This example is shown in operation in the working example of ensuring lists are properly formatted in Acrobat Pro. +

    +
    +
    +

    Example 4: Marking up lists using List structure elements

    +

    The following code fragment illustrates code that is typical marking + up a list hierarchy in PDF documents. It uses the simple numbered list + in the previous examples. This is typically accomplished by an authoring + tool. + 

    4 0 obj
+  <</Type /Page
+    /Contents 5 0 R
+  >>
+
+endobj
+5 0 obj
+  << /Length 3 0 R >>
+  stream
+   /P <</MCID 1>> BDC
+      BT T* (The most popular sports are:) Tj ET EMC
+   /Lbl <</MCID 11>> BDC
+      BT T* (1. ) Tj ET EMC
+   /LBody <</MCID 12>> /BDC
+      BT (Snow-shoeing ) Tj ET EMC
+   /Lbl <</MCID 21>> BDC
+      BT T* (2. ) Tj ET EMC
+   /LBody <</MCID 22>> /BDC
+      BT (Ice-skating ) Tj ET EMC
+   /Lbl <</MCID 31>> BDC
+      BT T* (3. ) Tj ET EMC
+   /LBody <</MCID 32>> /BDC
+      BT (Skiing ) Tj ET EMC
+endstream
+endobj
+
+101 0 obj                 % Structure element for intro paragraph to list ("The most popular sports are:")
+  << /Type /StructElem
+     /S /P
+     /P 201 0 R
+     /Pg 4 0 R
+     /K 1
+  >>
+endobj
+
+111 0 obj                  % Structure element for first item, list label (Lbl): "1."
+  << /Type /StructElem
+     /S /Lbl
+     /P 211 0 R
+     /Pg 4 0 R
+     /K 11
+  >>
+endobj
+
+112 0 obj
+  << /Type /StructElem     % Structure element for first item, list text (LBody): ("Snow-shoeing")
+     /S /LBody
+     /P 211 0 R
+     /Pg 4 0 R
+     /K 12
+  >>
+endobj
+
+... [ objects 121-122 and 131-132, referencing MCIDs 21-22 and 31-32 are omitted in the interest of space. ]
+
+201 0 obj
+  << /Type /StructElem
+     /S /Caption            % Intro paragraph
+     /P 400 0 R
+     /K [101 0 R]
+  >>
+endobj
+
+211 0 obj
+  << /Type /StructElem
+     /S /LI                 % List item for "1. Snow-shoeing"
+     /P 400 0 R
+     /K [111 0 R 112 0 R]
+  >>
+endobj
+
+212 0 obj
+  << /Type /StructElem
+     /S /LI                 % List item for "2. Ice-skating"
+     /P 301 0 R
+     /K [121 0 R 122 0 R]
+  >>
+endobj
+
+213 0 obj
+  << /Type /StructElem
+     /S /LI                 % List item for "3. Skiing"
+     /P 301 0 R
+     /K [131 0 R 132 0 R]
+  >>
+endobj
+
+400 0 obj
+  << /Type /StructElem
+     /S /L                   % Top-level structure element in the list hierarchy                
+     /K [201 0 R 211 0 R 212 0 R 213 0 R]
+  >>
+endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For a list in a PDF document, verify in one of the following + ways: +

      + +
        + +
      • Read the PDF document with a screen reader, listening to hear + that list is read correctly when reading the content line-by-line. +
        • + +
      • Use a tool that is capable of showing lists to open the PDF + document and view the list to check that it is correctly structured. +
        • + +
      • Inspect the tag tree to verify that the list is structured + according to the PDF specification. +
        • + +
      • Use a tool that exposes the document through the accessibility + API and verify that the list is correctly structured. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF22.html b/wcag21/techniques/pdf/PDF22.html new file mode 100644 index 0000000..3ce2fb9 --- /dev/null +++ b/wcag21/techniques/pdf/PDF22.html @@ -0,0 +1,301 @@ + + + + + PDF22: Indicating when user input falls outside the required format or + values in PDF forms + + + + + + + + +

    Indicating when user input falls outside the required format or + values in PDF forms +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to notify the user when user + input to a field that requires a specific, required format (e.g., + date fields) is not submitted in that format. +

    +

    If the required format is not used, an alert dialog describes the + nature of the error in text. This may be accomplished through scripting + created by the author (see, for example, SCR18: Providing client-side validation and alert). User agents, such + as Adobe LiveCycle can provide automatic alerts (as described in + the examples below). +

    +
    +
    Note
    +
    + +

    Once the user dismisses the alert dialog, + it may be helpful if the script positions the keyboard focus on + the field where the error occurred, although some users may expect + the focus to remain on the last control focused prior to the alert + appearing. Authors should exercise care to ensure that any movement + of the focus will be expected. For example, if the alert announces + an error in a phone number format, positioning the focus on the + phone number field when the alert is dismissed can be regarded as + helpful and expected. In some cases, however, this may not be possible. + If multiple input errors occur on the page, an alternative approach + to error notification should be implemented. +

    + +
    +
    +

    Ensuring that users are aware an error has occurred, can determine + what is wrong, and can correct it are key to software usability + and accessibility. Meeting this objective helps ensure that all + users can complete for-based transactions with ease and confidence. +

    +
    + +

    Labels for required formats in form controls

    + +

    It is also important that users are aware that an error may occur. + You can incorporate this information in labels; for example, "Date + (MM/DD/YYYY)." See . +

    + +
    +
    +
    +

    Examples

    +
    +

    Example 1: Providing validation for an input field format using + Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software + tools that perform similar functions. See the list of other software + tools in . +

    +

    Many fields -- telephone number, postal code, date -- must have + data entered in a specific format or pattern. +

    +
      + +
    1. Access the context menu for the form control that requires + a specific format. +
      2. + +
    2. Select Properties...
      3. + +
    3. In the Format tab, select the Format Category (in this case, + Date). The Date Options appear. +
      4. + +
    4. Select the format for this form control (in this case, mm/dd/yyyy).
      5. + +
    5. In the General tab, specify "Date (mm/dd/yyyy)" for + the Name and Tooltip for the control. +
      6. + +
    +
    + + + +
    Figure 1Specifying a required format for an input field format using Adobe Acrobat 9 Pro
    + + +
    +

    When a user types a recognized date format, it is converted automatically + to the specified format. If the date format or value is not recognized, + an error alert appears and provides further information, as shown + in the image below. +

    +
    + + + +
    Figure 2Error alert for date with unrecognized format or value.
    + + +
    +

    This example is shown in operation in the working example of Required Fields in Acrobat. +

    +
    +
    +

    Example 2: Providing validation for an input field format using + Adobe LiveCycle Designer ES 8.2.1 +

    +

    This example is shown with Adobe LiveCycle Designer. There are + other software tools that perform similar functions. See the list + of other software tools in . +

    +
      + +
    1. Select the form control that has a required format.
      2. + +
    2. In the Object palette, click the Validation Pattern... button.
      3. + +
    3. + +

      Because this is a date field the Patterns-Date Field dialog + appears. Select the pattern or format you want users to enter. + Then click OK. +

      + +
      + + + +
      Figure 3Using LiveCycle to specify form fields that require pattern validation
      + + +
      + +
      4. + +
    4. In the Object palette, use the Validation Pattern Message box + to type a warning message. Be sure to include the required pattern. + This message appears when a user tries to submit the form using + an invalid date format. +
      5. + +
    +

    This example is shown in operation in the working example of Required Fields in LiveCycle Designer. +

    +
    +
    +

    Example 3: Validating a required date format in a PDF form using + JavaScript using Adobe Acrobat Pro 9 +

    +

    This example is shown with Adobe Acrobat Pro. There are other software + tools that perform similar functions. See the list of other software + tools in . +

    +

    The following JavaScript code illustrates the use of a script to + validate form fields, in this case, a date field. To add this script + to the form field, open the Text Field Properties dialog, as shown + in Example 1, and select Edit in the Validate tab: +

    +
    + + + +
    Figure 4Text Field Properties dialog, with the Validate tab open to specify JavaScript validation + code. +
    + + + 
    // JavaScript code for date mask format MM/DD/YYYY
+var re = /^[mdy0-9]{2}\/[mdy0-9]{2}\/[mdy0-9]{4}$/
+//Allow blank space in field
+if (event.value !="") {
+  if (re.test(event.value) == false) {
+    app.alert ({
+       cTitle: "Incorrect Format",
+       cMsg: "Please enter date using mm/dd/yyyy format"
+    });
+  }
+}
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each form field that requires specific input, verify that validation + information and instructions are provided by applying the following: +

    + +
      + +
    1. Check that the format or value that is required is indicated + in the form control's label. +
      2. + +
    2. Use an erroneous format or value and move off the field: make + sure that an alert describing the error is provided. +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 and #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF23.html b/wcag21/techniques/pdf/PDF23.html new file mode 100644 index 0000000..201d477 --- /dev/null +++ b/wcag21/techniques/pdf/PDF23.html @@ -0,0 +1,414 @@ + + + + + PDF23: Providing interactive form controls in PDF documents + + + + + + + +

    Providing interactive form controls in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +
      + +
    • Tagged PDF documents with forms.
      • + +
    • PDF forms created using Adobe LiveCycle Designer.
      • + +
    +

    This technique relates to Success Criterion 2.1.1: Keyboard (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The objective of this technique is to ensure that interactive form + controls in PDF documents allow keyboard operation. Interactive + PDF forms are generally created using a tool for authoring PDF. + Form controls are implemented in PDF documents either as described + in Section 12.7 (Interactive Forms) of PDF + 1.7 (ISO 32000-1) or as described in the Adobe + XML Forms Architecture (XFA). +

    +

    The types of PDF form controls are: text input field, check box, + radio button, combo box, list box, and button. +

    +

    Form controls allow users to interact with a PDF document by filling + in information or indicating choices, which can then be submitted + for processing. Users who rely on keyboard access must be able to + recognize and understand the form fields, make selections, and provide + input to complete the forms, and submit the form, just as sighted + users can. +

    +

    Interactive form controls can be provided for forms created by + converting a scanned paper form to tagged PDF or by creating a form + in an authoring application such as Microsoft Word or Open Office + and converting it to tagged PDF. +

    +

    However, documents created by authoring applications that provide + form design features might not fully retain their fillable form + fields on conversion to PDF. Complex forms in particular may not + have properly converted form fields and labels when tagged in conversion. +

    +

    Using Adobe Acrobat Pro with forms in converted documents, you + can ensure that form fields are keyboard accessible and usable by: +

    +
      + +
    • Opening tagged PDF documents with form fields and creating + interactive PDF form elements with the Run Form Fields Recognition + tool. +
      • + +
    • Modifying fillable form fields, or adding form fields, using + Adobe Acrobat Pro or Adobe LiveCycle Designer. +
      • + +
    +

    Using Adobe LiveCycle Designer, you can create forms from scratch.

    +
    +
    +

    Examples

    +
    +

    Example 1: Adding interactive controls to existing forms in PDF + documents using Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software + tools that perform similar functions. See the list of other software + tools in . +

    +

    If you have a form in a tagged PDF document (created by scanning + a paper form or using an authoring tool to generate tagged PDF), + you can use Adobe Acrobat Pro to make the form elements keyboard + accessible in the same page locations as the static form. +

    +
      + +
    1. Use Advanced > Accessibility > Run Form Field Recognition + to automatically detect form fields and make them fillable. +
      2. + +
    +

    The following image shows the Run Form Field Recognition tool is + selected to detect form fields in a document converted to tagged + PDF. +

    +
    + + + +
    Figure 1Form fields in a PDF document in Adobe Acrobat Pro. The Advanced > Accessibility menu + is selected, showing the Run Form Field Recognition tool. +
    + + +
    +

    The following image shows the resulting form fields after the + Run Form Recognition tool is run. +

    +
    + + + +
    Figure 2Form fields in a PDF document in Adobe Acrobat Pro after running the Form Field Recognition + tool. +
    + + +
    +

    This example is shown in operation in the working example of Interactive Controls in Acrobat. +

    +
    +
    +

    Example 2: Adding form controls in PDF documents using Adobe Acrobat + 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software + tools that perform similar functions. See the list of other software + tools in . +

    +

    You can add keyboard accessible form controls to your form as follows:

    +
      + +
    1. Forms > Add or Edit Fields... This puts the form in Form + Editing mode. +
      2. + +
    2. Open the Add New Field menu on the upper left, and select a + form field to add. The image below shows the menu of fields. +
      3. + +
    +
    + + + +
    Figure 3The Add New Field menu with the list of available form fields.
    + + +
    +

    The following image shows a checkbox added to the form in Example + 1. +

    +
    + + + +
    Figure 4A checkbox added to the form using Add or Edit Fields...
    + + +
    +

    This example is shown in operation in the working example of Interactive Controls in LiveCycle Designer. +

    +
    +
    +

    Example 3: Editing form controls in PDF documents using Adobe + Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software + tools that perform similar functions. See the list of other software + tools in . +

    +

    To edit fields, select the context menu for the field and select + Properties... The properties menu for that form field lets you modify + it, as shown in the following image. +

    +
    + + + +
    Figure 5The Text Field Properties dialog to modify a form field.
    + + +
    +
    +
    Note
    +
    + +

    The tooltip is not keyboard accessible but will be screen-reader + accessible: see . +

    + +
    +
    +
    +
    +

    Example 4: Creating new interactive forms with Adobe LiveCycle + Designer ES 8.2.1 +

    +

    This example is shown with Adobe LiveCycle Designer. There are + other software tools that perform similar functions. See the list + of other software tools in . +

    +

    You can use Adobe LiveCycle Designer to create new forms. In addition + to invoking this standalone tool from the Windows Start menu, you + can invoke it in Adobe Acrobat Pro: +

    +
      + +
    1. Forms > Start Form Wizard...
      2. + +
    2. Select the No Existing Form radio button, as shown in the following + image. +
      3. + +
    +
    + + + +
    Figure 6The first dialog in the Form Wizard showing the No Existing Form Button selected.
    + + +
    +

    Clicking Next invokes LiveCycle Designer and the first page of + the New Form Assistant. as shown in the following image. +

    +
    + + + +
    Figure 7LiveCycle Designer and the first page of the New Form Assistant.
    + + +
    +

    When you invoke LiveCycle Designer from the Windows Start menu, + the Form Wizard is available from File > New... +

    +

    The New Form Assistant creates a blank form. Use the Object Library + in the right pane to select form controls. +

    +
    + + + +
    Figure 8A newly created blank form in LiveCycle Designer with the Object Library.
    + + +
    +

    You can also use LiveCycle Designer to create forms based on commonly + used forms templates. +

    +
      + +
    1. Invoke the Template Assistant wizard from the New pulldown: + + LiveCycle Designer: New icon to select form templates.. +
      2. + +
    2. Select Forms and then select an appropriate type of form. Then, + you can personalize the form by swapping out placeholder text, + graphics, form fields, and properties with custom objects that + you provide or define. +
      3. + +
    +
    + + + +
    Figure 9LiveCycle Designer: list of form templates.
    + + +
    +
    +
    +

    Example 5: Adding a text field in a PDF document using the /Tx + field type +

    +

    The following code fragment illustrates code that is typical for + a simple text field such as shown in Examples 1 and 2. This is typically + accomplished by an authoring tool. + 

    << /AP -dict-                                                   
+   /DA /Helv  0 Tf 0 g
+   /DR -dict-
+   /F 0x4
+   /FT Tx              % FT key set to Tx for Text Field
+   /P -dict-
+   /Rect -array-
+   /StructParent 0x1
+   /Subtype Widget
+   /T Date you are available   % Partial field name Date
+   /TU Date you are available: use mm/dd/yyyy format % TU tool tip value serves as short description
+   /Type Annot
+   /V Pat Jones
+>>
+...
+<Start Stream>
+ BT
+  /P <</MCID 0 >>BDC
+  /CS0 cs 0  scn 
+  /TT0 1 Tf
+    -0.001 Tc 0.003 Tw 11.04 0 0 11.04 72 709.56 Tm
+    [(P)-6(le)-3(as)10(e)-3( )11(P)-6(rin)2(t)-3( Y)8(o)-7(u)2(r N)4(a)11(m)-6(e)]TJ
+  0 Tc 0 Tw 9.533 0 Td
+  ( )Tj
+  -0.004 Tc 0.004 Tw 0.217 0 Td
+  [(\()-5(R)-4(e)5(q)-1(u)-1(i)-3(r)-3(e)-6(d)-1(\))]TJ
+ EMC
+  /P <</MCID 1 >>BDC
+  0 Tc 0 Tw 4.283 0 Td
+  [( )-2( )]TJ
+   EMC
+   /ArtifactSpan <</MCID 2 >>BDC
+   0.002 Tc -0.002 Tw 0.456 0 Td
+  [(__)11(___)11(___)11(___)11(___)11(_)11(____)11(___)11(___)11(__)]TJ
+  0 Tc 0 Tw 13.391 0 Td
+  ( )Tj
+  EMC
+ ET
+<End Stream>
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. For each form control, verify that it is properly implemented + by tabbing to each form control and checking that it can be activated + or that its value can be changed from the keyboard. +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF3.html b/wcag21/techniques/pdf/PDF3.html new file mode 100644 index 0000000..2ebcd7f --- /dev/null +++ b/wcag21/techniques/pdf/PDF3.html @@ -0,0 +1,420 @@ + + + + + PDF3: Ensuring correct tab and reading order in PDF documents + + + + + + + +

    Ensuring correct tab and reading order in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The intent of this technique is to ensure that users can navigate + through content in a logical order that is consistent with the meaning + of the content. Correct tab and reading order is typically accomplished + using a tool for authoring PDF. +

    +

    For sighted users, the logical order of PDF content is also the visual + order on the screen. For keyboard and assistive technology users, the + tab order through content, including interactive elements (form fields + and links), determines the order in which these users can navigate + the content. The tab order must reflect the logical order of the document. +

    +

    Logical structure is created when a document is saved as tagged PDF. + The reading order of a PDF document is determined primarily by the tag order of + document elements, including interactive elements, but the order of content within + individual tags is determined by the PDF document’s content tree structure. +

    +

    If the reading order is not correct, keyboard and assistive technology + users may not be able to understand the content. For example, some + documents use multiple columns, and the reading order is clear visually + to sighted users as flowing from the top to the bottom of the first + column, then to the top of the next column. But if the document is + not properly tagged, a screen reader may read the document from top + to bottom, across both columns, interpreting them as one column. +

    +

    The simplest way to ensure correct reading order is to structure the + document correctly in the authoring tool used to create the document, + before conversion to tagged PDF. Note, however, that pages with complex + layouts with graphics, tables, footnotes, side-bars, form fields, and + other elements may not convert to tagged PDF in the correct reading + order. These inconsistencies must then be corrected with repair tools + such as Acrobat Pro. +

    +

    When a PDF document containing form fields has a correct reading order, + all form fields are contained in the tab order in the appropriate order, + and in the correct order relative to other content in the PDF. Common + tab-order errors include: +

    +
      + +
    • Form fields missing from the tagged content.
      • + +
    • Form fields in the wrong location in the PDF content; e.g., at + the end of non-interactive content. +
      • + +
    +
    +
    +

    Examples

    +
    +

    Example 1: Creating a 2-column document using Microsoft Word 2007

    +

    This example is shown with Microsoft Word. There are other software tools that perform + similar functions. See the list of other software + tools in . +

    +

    Multi-column documents created using Word's Page Layout > Columns... + tool typically are in the correct reading order when converted to tagged + PDF. The image below shows Word's Columns tool. +

    +
    + + + +
    Figure 1The Columns tool in Word. Two is selected to lay out the page in 2 columns.
    + + +
    +

    This example is shown in operation in the working example of 2-column document using Word 2007 (Word file) and working example of 2-column document using Word 2007 (PDF file). +

    +
    +
    +

    Example 2: Creating a 2-column document using OpenOffice.org Writer + 2.2 +

    +

    This example is shown with OpenOffice.org Writer. There are other software tools that + perform similar functions. See the list of other software + tools in . +

    +

    Multi-column documents created using OpenOffice.org Writer's Format > Columns... + tool typically are in the correct reading order when converted to tagged + PDF. The image below shows Writer's Columns tool. +

    +
    + + + +
    Figure 2The Columns tool in OpenOffice.org Writer. Two is selected to lay out the page in + 2 columns. +
    + + +
    +

    This example is shown in operation in the working example of 2-column document using OpenOffice Writer (OpenOffice file) and working example of 2-column document using OpenOffice Writer (PDF file). +

    +
    +
    +

    Example 3: Setting the tab order for one or more pages using Adobe + Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    In a tagged PDF document:

    +
      + +
    1. + +

      Open the Pages panel by either:

      + +
        + +
      • Clicking the Pages icon + + Pages icon in the upper left of the Adobe Acrobat Pro navigation pane + + +
        • + +
      • Or selecting View > Navigation Panels > Pages
        • + +
      + +
      2. + +
    2. Select one or more page thumbnails.
      3. + +
    3. Access the context menu for the selected thumbnail(s) and select + Page Properties... +
      4. + +
    4. Select the Tab Order tab in the Page Properties dialog.
      5. + +
    5. If needed, select a tab order option:
      6. + +
    + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
    Option Description
    + Use Row Order + + Tabs from the upper left field, moving first left to right + and then down, one table row at a time. +
    + Use Column Order + + Tabs from the upper left field, moving first from top to + bottom and then across from left to right, one table column + at a time. +
    + Use Document Structure + + For tagged documents, moves in the tag order specified by + the authoring application. + +
    +
    Note
    +

    This is usually the correct reading + order and will be selected by default for tagged documents. +

    +
    + +
    + Unspecified + + If the document was created using an earlier version of + Acrobat Pro, the tab order is Unspecified by default. With + this setting, form fields are tabbed through first, followed + by links and then comments ordered by row. This may not be + correct reading order. +
    +
    + + + +
    Figure 3Page properties in Adobe Acrobat Professional. The choices are Use Row Order, Use + Column Order, Use Document Structure, Unspecified. Use Document Structure is selected. + This is also the default. +
    + + +
    +

    This example is shown in operation in the working example of setting the tab order (Word file) and working example of setting the tab order (PDF file). +

    +
    +
    +

    Example 4: Repairing the reading order using the Tags panel in Adobe + Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software + tools that perform similar functions. See the list of other software + tools in PDF Authoring Tools that Provide Accessibility Support + (http://trace.wisc.edu/wcag_wiki/index.php?title=PDF_Technology_Notes). +

    +

    To correct the reading order in Example 5, use the Tags panel, and either

    +
      + +
    • Drag-and-drop the H1 tag to precede the required-field text + (tagged H2), or +
      • + +
    • Cut-and-paste the H2 tag to follow the H1 tag. +
      • + +
    +

    In the following image, the reading order is correct for the text and + header. That is, the content elements H1 and H2 have been switched + into the correct reading order. +

    +
    + + + +
    Figure 4Image showing the corrected reading order In + Adobe Acrobat Pro. The tags H1 and H2 have been switched and are + now in the correct order. +
    + + +
    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      Verify that the content is in the correct reading order by one + of the following: +

      + +
        + +
      • Read the PDF document with a screen reader or a tool that reads aloud, listening + to hear that each element is read in + the correct order. +
        • + +
      • Use a tool that exposes the document through the accessibility + API, and verify that the reading order is correct. +
        • + +
      + +
      2. + +
    2. + +

      Verify that the tab order is correct for focusable content by + one of the following: +

      + +
        + +
      • Use the tab key to traverse the focus order in the document.
        • + +
      • Use a tool that is capable of showing the page object entry + that specifies the tab order setting to open the PDF document + and view the setting. +
        • + +
      + +
      3. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 and Check #2 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF4.html b/wcag21/techniques/pdf/PDF4.html new file mode 100644 index 0000000..64c8fe0 --- /dev/null +++ b/wcag21/techniques/pdf/PDF4.html @@ -0,0 +1,194 @@ + + + + + PDF4: Hiding decorative images with the Artifact tag in PDF documents + + + + + + + +

    Hiding decorative images with the Artifact tag in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents

    +

    This technique relates to Success Criterion 1.1.1: Non-text Content (Sufficient). +

    +
    +
    +

    Description

    +

    The purpose of this technique is to show how purely decorative images + in PDF documents can be marked so that they can be ignored by Assistive + Technology by using the /Artifact tag. This is typically accomplished + by using a tool for authoring PDF. +

    +

    In PDF, artifacts are generally graphics objects or other markings + that are not part of the authored content. Examples of artifacts include + page header or footer information, lines or other graphics separating + sections of the page, or decorative images. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Marking a background image as an artifact using Adobe + Acrobat 9 Pro's TouchUp Reading Order Tool +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    The TouchUp Reading Order Tool can be used to mark an image as "Background," which + removes it from the document tag structure. +

    +
      + +
    1. Open the TouchUp Reading Order Tool in Acrobat Pro: Advanced > Accessibility > TouchUp + Reading Order +
      2. + +
    2. Select the decorative image in the document
      3. + +
    3. In the TouchUp Reading Order Tool, click the Background button + to remove the selected image from the tag structure +
      4. + +
    +

    The screenshot below illustrates this example.

    +
    + + + +
    Figure 1screen shot showing use of the TouchUp Reading Order panel to remove an image from + the tag tree +
    + + +
    +

    This example is shown in operation in the working example of creating a decorative image (Word file) and working example of marking a background image as an artifact (PDF file). +

    +
    +
    +

    Example 2: Marking an image as an artifact in a PDF document using + an /Artifact tag or property list +

    +

    The PDF specification allows images to be marked as "artifacts" as + defined in Section 14.8.2.2 (Real Content and Artifacts) in PDF + 1.7 (ISO 32000-1). An artifact is explicitly distinguished from + real content by enclosing it in a marked-content sequence with the + /Artifact tag. +

    +

    /Artifact 

    BMC  ...  EMC

    or

    +

    /Artifact propertyList 

    BDC  ...  EMC

    The first is used to identify a generic artifact; the second is + used for artifacts that have an associated property list. Note, to + aid in text reflow, artifacts should be defined with property lists + whenever possible. Artifacts lacking a specified bounding box are + likely to be discarded during reflow. +

    +

    Property list entries for artifacts include Type, BBox, Attached, + and Subtype. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For an image that is purely decorative, use one of the following + to verify that it is marked as an artifact: +

      + +
        + +
      • Read the PDF document with a screen reader, listening to hear + that the decorative image is not announced when + reading the content line-by-line. +
        • + +
      • Using a PDF editor, make sure the decorative image is marked as an artifact.
        • + +
      • Reflow the document and make sure the + decorative image does not appear on the page. +
        • + +
      • Use a tool that is capable of showing the /Artifact entry + or property list, such as aDesigner, to open the PDF document + and verify that decorative images are marked as artifacts. +
        • + +
      • Use a tool + that exposes the document through the accessibility API and verify that the + decorative image is not exposed through the API. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF5.html b/wcag21/techniques/pdf/PDF5.html new file mode 100644 index 0000000..3a0ae7c --- /dev/null +++ b/wcag21/techniques/pdf/PDF5.html @@ -0,0 +1,306 @@ + + + + + PDF5: Indicating required form controls in PDF forms + + + + + + + +

    Indicating required form controls in PDF forms

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents with forms

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The objective of this technique is to notify the user when a field + that must be completed has not been completed in a PDF form. Required + fields are implemented using the /Ff entry in the form field's dictionary + (see Table 220 in Section 12.7 (Interactive Forms) of PDF + 1.7 (ISO 32000-1). This is normally accomplished using a tool for + authoring PDF. +

    +

    If errors are found, an alert dialog describes the nature of the error + in text. This may be accomplished through scripting created by the + author (see, for example, SCR18: Providing client-side validation and alert). User agents, such + as Adobe Acrobat Pro and LiveCycle, can provide automatic alerts (as + described in the examples below). +

    +

    + Note: once the user dismisses the alert dialog, it + may be helpful if the script positions the keyboard focus on the field + where the error occurred, although some users may expect the focus + to remain on the last control focused prior to the alert appearing. + Authors should exercise care to ensure that any movement of the focus + will be expected. For example, if the alert announces a missing required + phone number, positioning the focus on the phone number field when + the alert is dismissed can be regarded as helpful and expected. In + some cases, however, this may not be possible. If multiple input errors + occur on the page, another approach must be taken to error reporting. + (See, for example, the Adobe scripting resources.) +

    +

    Ensuring that users are aware an error has occurred, can determine + what is wrong, and can correct it are keys to software usability and + accessibility. Meeting this objective helps ensure that all users can + complete transactions with ease and confidence. +

    +
    + +

    Labels for required form controls

    + +

    It is also important that users are aware that an error may occur. + You can incorporate this information in labels; for example, "Date + (required)" or the use of a red asterisk to indicate required + fields. (Make sure that a legend appears on each form with required + fields, e.g., "* = required field".) See . +

    + +
    +
    +
    +

    Examples

    +
    +

    Example 1: Creating a required field in a PDF form using Adobe Acrobat + 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. Access the context menu of the field and select the Properties + dialog. +
      2. + +
    2. If the field is required, check the Required box. This checkbox + forces the user to fill in the selected form field. If the user attempts + to submit the form while a required field is blank, an error message + appears and the empty required form field is highlighted. +
      3. + +
    +
    + + + +
    Figure 1The Properties dialog for a form field. The Required box is checked.
    + + +
    +

    This example is shown in operation in the working example of creating a required field in Acrobat. +

    +
    +
    +

    Example 2: Creating a required field in a PDF form using Adobe LiveCycle + Designer ES 8.2.1 +

    +

    This example is shown with Adobe LiveCycle Designer. There are other software tools + that perform similar functions. See the list of other software tools in . +

    +
      + +
    1. Access the context menu of the form control, select Palettes, + and select Object. +
      2. + +
    2. Select "User entered - Required" from the Type pulldown.
      3. + +
    3. Enter an error message in the "Empty Message" field. + This message appears when a user tries to submit the form without + entering a value in the required field. +
      4. + +
    +

    If the user attempts to submit the form with a required field left + blank, the Empty Message text appears and the empty required field + is highlighted. +

    +

    The image below shows the Adobe LiveCycle Object palette with the + required selection. +

    +
    + + + +
    Figure 2Image of Adobe LiveCycle Object palette showing the 'User entered - Required' selection.
    + + +
    +

    You can also add explicit text to the form label to indicate required + fields (e.g., "(Required)"). +

    +

    This example is shown in operation in the working example of creating a required field in LiveCycle Designer. +

    +
    +
    +

    Example 3: Adding a required text field in a PDF form using the /Tx + field type and Ff flag +

    +

    The following code fragment illustrates code that is typical for the + object definitions for a typical text field. Note that the text field + is required, using the Ff flag. This is typically accomplished by an + authoring tool. + 

    << /AP -dict-                                                   
+   /DA /Helv  0 Tf 0 g
+   /DR -dict-
+   /F 0x4
+   /FT Tx              % FT key set to Tx for Text Field
+   /Ff 0x2             % Ff integer 0x2 value indicates required
+   /P -dict-
+   /Rect -array-
+   /StructParent 0x1
+   /Subtype Widget
+   /T First            % Partial field name First
+   /TU First name (required)  % TU tool tip value serves as short description
+   /Type Annot
+   /V Pat Jones
+>>
+...
+<Start Stream>
+ BT
+  /P <</MCID 0 >>BDC
+  /CS0 cs 0  scn 
+  /TT0 1 Tf
+    -0.001 Tc 0.003 Tw 11.04 0 0 11.04 72 709.56 Tm
+    [(P)-6(le)-3(as)10(e)-3( )11(P)-6(rin)2(t)-3( Y)8(o)-7(u)2(r N)4(a)11(m)-6(e)]TJ
+  0 Tc 0 Tw 9.533 0 Td
+  ( )Tj
+  -0.004 Tc 0.004 Tw 0.217 0 Td
+  [(\()-5(R)-4(e)5(q)-1(u)-1(i)-3(r)-3(e)-6(d)-1(\))]TJ
+ EMC
+  /P <</MCID 1 >>BDC
+  0 Tc 0 Tw 4.283 0 Td
+  [( )-2( )]TJ
+   EMC
+   /ArtifactSpan <</MCID 2 >>BDC
+   0.002 Tc -0.002 Tw 0.456 0 Td
+  [(__)11(___)11(___)11(___)11(___)11(_)11(____)11(___)11(___)11(__)]TJ
+  0 Tc 0 Tw 13.391 0 Td
+  ( )Tj
+  EMC
+ ET
+<End Stream>
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +

    For each form field that is required, verify that validation information + and instructions are provided by applying the following: +

    + +
      + +
    1. Check that the required status is indicated in the form control's + label. +
      2. + +
    2. Leave the field blank and submit the form. Check that an alert + describing the error is provided. +
      3. + +
    3. Use a tool that exposes the document through the accessibility + API, and verify that the required property is indicated. +
      4. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1, #2, and #3 are true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF6.html b/wcag21/techniques/pdf/PDF6.html new file mode 100644 index 0000000..afc09fc --- /dev/null +++ b/wcag21/techniques/pdf/PDF6.html @@ -0,0 +1,358 @@ + + + + + PDF6: Using table elements for table markup in PDF Documents + + + + + + + +

    Using table elements for table markup in PDF Documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents with tables

    +

    This technique relates to Success Criterion 1.3.1: Info and Relationships (Sufficient as a way to meet an unwritten technique). +

    +
    +
    +

    Description

    +

    The purpose of this technique is to show how tables in PDF documents + can be marked up so that they are recognized by assistive technology. + This is typically accomplished by using a tool for authoring PDF. +

    +

    Tabular information must be presented in a way that preserves relationships + within the information even when users cannot see the table or the + presentation format is changed. Information is considered tabular when + logical relationships among text, numbers, images, or other data exist + in two dimensions (vertical and horizontal). These relationships are + represented in columns and rows, and the columns and rows must be recognizable + in order for the logical relationships to be perceived. +

    +

    Tagged tables can be created using the Add Tags to Document feature + in Adobe Acrobat, using the Object Library in Adobe LiveCycle, or converting + tables to PDF from a third-party application, such as Microsoft Word. + However, the resulting tables may not be tagged correctly and you should + ensure that table tagging issues are resolved. +

    +

    Within PDF documents, a table uses the following structure types for + table elements: +

    +
      + +
    • A table element (Table). +
      • + +
    • One or more table row elements(TR) which define each + row of table cells as immediate children of the Table element. +
      • + +
    • One or more table header elements (TH) or table data + elements (TD) as the immediate children of each table row + element. +
      • + +
    • Cells that span two or more rows or columns should use the RowSpan or ColSpan attribute. +
      • + +
    • For tables that contain blank cells, you may need to add empty TD cells + so that each row or column has the same number of cells. +
      • + +
    +
    +
    +

    Examples

    +
    +

    Example 1: Creating tables in Microsoft Word 2007 that have correctly + tagged headings when converted to PDF +

    +

    This example is shown with Microsoft Word. There are other software tools that perform + similar functions. See the list of other software tools in . +

    +
      + +
    1. Access the table header row's context menu and select Table Properties...
      2. + +
    2. Select the Row tab.
      3. + +
    3. Check "Repeat as header at the top of each page" as + shown in the following image. +
      4. + +
    +
    + + + +
    Figure 1Image of Table properties dialog for the first table row in Word, with the Row tab + selected. 'Repeat as header at the top of each page' is checked to ensure that the + first row is marked as header cells. +
    + + +
    +

    This example is shown in operation in the working example of tagged table headings in Word 2007. +

    +
    +
    Note
    +
    + +

    Microsoft Word can only mark up cells as column headings, not as row headings. Only + the first row can be marked as heading for all table columns. When the table has + row headings or a more complex heading structure, this mark-up must be added in a + PDF editor such as Acrobat Pro. +

    + +
    +
    +
    +
    +

    Example 2: Creating tables in OpenOffice.org Writer 2.2 that have + correctly tagged headings when converted to PDF +

    +

    This example is shown with OpenOffice.org Writer. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
      + +
    1. Access the table's context menu and select Table...
      2. + +
    2. Select the Table Format tab.
      3. + +
    3. Check Repeat Heading and select "1" in the First Rows + listbox as shown in the following image. +
      4. + +
    +
    + + + +
    Figure 2Image of Table dialog in OpenOffice.org Writer with Table Format tab selected. Repeat + Heading is checked and 1 is selected in the First Rows listbox to ensure that the + first row is marked as header cells. +
    + + +
    +

    This example is shown in operation in the working example of tagged table headings in OpenOffice Writer. +

    +
    +
    Note
    +
    + +

    OpenOffice.org Writer can only mark up cells as column headings, not as row headings. + Only the first row can be marked as heading for all table columns. When the table + has row headings or a more complex heading structure, this mark-up must be added in + a PDF editor such as Acrobat Pro. +

    + +
    +
    +
    +
    +

    Example 3: Modifying table tags using the Tags tab in Adobe Acrobat + 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    To check that a converted document with tables has correct table tagging:

    +
      + +
    • In the View menu, select Navigation Panel, then select Tags.
      • + +
    +
    + + + +
    Figure 3Table in Adobe Acrobat Pro showing the Tags tab opened to display the table tags. + All table cells are marked TD. +
    + + +
    +

    Note that in this case, the table headers were not formatted as illustrated + in Examples 1 and 2, and are marked as data cells (TD). To + change these to TH tags: +

    +
      + +
    1. On the Tags tab, open the table row that contains the header cells, + as shown on the image above. +
      2. + +
    2. Select on the first data cell and select Properties...
      3. + +
    3. On the Tags tab in the Properties dialog, use the Type dropdown + to change Table Data Cell to Table Header Cell. +
      4. + +
    4. Repeat for all the table header cells in the first table row.
      5. + +
    +
    + + + +
    Figure 4Table in Adobe Acrobat Pro showing the use of the Tag Properties dialog to change + data cells to header cells +
    + + +
    +

    This example is shown in operation in the working example of tagged table headings in Acrobat. +

    +
    +
    +

    Example 4: Marking up a table using table structure elements

    +

    The following code fragment illustrates code that is typical for a + simple table (header row and data row) such as shown in Examples 1-3: + 

    95 0 obj                %Structure element for a table
+ << 
+  /A 39 0 R
+  /K[96 0 R 101 0 R 106 0 R 111 0 R]
+  /P 93 0 R
+  /S/Table              %standard structure type is table
+ >> 
+ endobj
+96 0 obj                %Structure element for a table row
+ << 
+  /K[97 0 R 98 0 R 99 0 R 100 0 R]
+  /P 95 0 R
+  /S/TR                 %standard structure type is table row
+ >> 
+ endobj
+97 0 obj                %Structure element for a table header
+ <</A[23 0 R 120 0 R]
+   /K 1
+   /P 96 0 R
+   /S/TH                 %standard structure type is table head
+   /Pg 8 0 R
+ >> 
+endobj
+104 0 obj                %Structure element for table data (cell contents)
+ << 
+  /A 29 0 R
+  /K 7
+  /P 101 0 R
+  /S/TD                  %standard structure type is table data
+  /Pg 8 0 R
+ >> 
+endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For each table, confirm one of the following:

      + +
        + +
      • Read the PDF document with a screen reader, listening to hear + that the tabular information is presented in a way that preserves + logical relationships among the table header and data cells. +
        • + +
      • Using a PDF editor, verify that the appropriate TR, TH, + and TD tags are in the proper reading order and hierarchy + in the table tree. +
        • + +
      • Use a tool which is capable of showing the table elements + to open the PDF document, view the table structure, and verify + that it contains the appropriate TR, TH, and TD structures. +
        • + +
      • Use a tool that exposes the document through the accessibility + API, and verify that the table structure contains the appropriate + TR, TH, and TD structures, and that they are in the proper reading + order and hierarchy. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF7.html b/wcag21/techniques/pdf/PDF7.html new file mode 100644 index 0000000..4f08754 --- /dev/null +++ b/wcag21/techniques/pdf/PDF7.html @@ -0,0 +1,247 @@ + + + + + PDF7: Performing OCR on a scanned PDF document to provide actual text + + + + + + + +

    Performing OCR on a scanned PDF document to provide actual text

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Scanned PDF documents

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The intent of this technique is to ensure that visually rendered text + is presented in such a manner that it can be perceived without its + visual presentation interfering with its readability. +

    +

    A document that consists of scanned images of text is inherently inaccessible + because the content of the document is images, not searchable text. + Assistive technologies cannot read or extract the words; users cannot + select, edit, resize, or reflow text nor can they change text and background + colors; and authors cannot manipulate the PDF for accessibility. +

    +

    For these reasons, authors should use actual text rather than images + of text, using an authoring tool such as Microsoft Word or Oracle Open + Office to author and convert content to PDF. +

    +

    If authors do not have access to the source file and authoring tool, + scanned images of text can be converted to PDF using optical character + recognition (OCR). Adobe Acrobat Pro can then be used to create accessible + text. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Generating actual text rather than images of text using + Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    This example uses a simple one-page scanned image of text. To ensure + that actual text is stored in the document, perform the following steps: +

    +
      + +
    1. Scan the document using as high a resolution as possible to improve + the OCR performance. +
      2. + +
    2. Load the scanned document in Acrobat Pro. Select Document > OCR + Text Recognition > Recognize Text Using OCR... +
      3. + +
    3. In the next dialog, select the All Pages radio button under Pages + (or Current Page if you are converting only one page), and then select + OK. +
      4. + +
    4. Under the Settings list, select Edit. In the next dialog, select + Formatted Text and Graphics in the PDF Output Style drop-down list. + This is important for ensuring accessibility. +
      5. + +
    5. Depending on the resolution and how clear the text was, OCR converts + images of words and characters to actual text. Text that Acrobat + Pro does not recognize is listed as an "OCR suspect," or + text element that Acrobat suspects was not recognized correctly. +
      6. + +
    6. To fix the suspects, choose Document > OCR Text Recognition > Find + First OCR Suspect. Acrobat Pro presents each suspect one at a time, + which can be corrected using Acrobat Pro touchup tools. +
      7. + +
    7. Run Advanced > Accessibility > Add Tags to Document
      8. + +
    8. Test for accessibility: Advanced > Accessibility > Full + Check... +
      9. + +
    +
    +
    Note
    +
    + +

    Alternatively, you can use Document > OCR + Text Recognition > Find All OCR Suspects to display all OCR suspects + at the same time for faster editing. +

    + +
    +
    +

    The following image shows a scanned one-page document in Adobe Acrobat + Pro. +

    +
    + + + +
    Figure 1A scanned page in Acrobat Pro showing soup recipes.
    + + +
    +

    The next image shows the converted content after adding tags to the + document. It will probably be necessary to use the TouchUp Reading + Order tool and the Tags panel to tag the content properly for the intended + final document. For this example, the image of the spiral book binding + was tagged in the conversion. The TouchUp Reading Order tool was used + to hide the image as a background (decorative) image (see ). The recipe + titles were tagged as first level headers. +

    +
    + + + +
    Figure 2A tagged converted page in Acrobat Pro showing soup recipes. The name of each soup + is a first level header. The image of the spiral book binding was hidden as a decorative + image. +
    + + +
    +

    Note: Acrobat Pro may automatically add tags when the file is run + through OCR. +

    +

    This example is shown in operation in the working example of generating actual text and the result of performing OCR. +

    +
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For each page converted to text using OCR, ensure that the resulting + PDF has been converted correctly, using one of the following ways: +

      + +
        + +
      • Read the PDF document with a screen reader or a tool that reads aloud, listening + to hear that all text is read correctly + and in the correct reading order. +
        • + +
      • Save the document as text and check that the converted text + is complete and in the correct reading order. +
        • + +
      • Use a tool that is capable of showing the converted content + to open the PDF document and verify that all text was converted + and is in the correct reading order. +
        • + +
      • Use a tool that exposes the document through the accessibility + API and verify that all text was converted and is in the correct + reading order. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF8.html b/wcag21/techniques/pdf/PDF8.html new file mode 100644 index 0000000..4cf9d54 --- /dev/null +++ b/wcag21/techniques/pdf/PDF8.html @@ -0,0 +1,276 @@ + + + + + PDF8: Providing definitions for abbreviations via an E entry for a structure + element + + + + + + + + +

    Providing definitions for abbreviations via an E entry for a structure + element +

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents containing abbreviations or acronyms

    +

    This technique relates to Success Criterion 3.1.4: Abbreviations (Sufficient as a way to meet G102: Providing the expansion or explanation of an abbreviation). +

    +
    +
    +

    Description

    +

    The objective of this technique is to provide an expansion or definition + of an abbreviation for the first occurrence of the abbreviation. For + example, a reference to an abbreviation, such as "WCAG," should + be available as "Web Content Accessibility Guidelines (WCAG)" on + its first occurrence in a document. +

    +

    This is done by setting expansion text using an /E entry for a structure + element, and is normally accomplished using a tool for authoring PDF. + A Span structure element is typically used to tag the abbreviation, + but the /E entry is valid with any structure element. +

    +

    This technique is applicable for any abbreviation, including acronyms + and initialisms. Note that on the first occurrence of the abbreviation, + both the abbreviation and the expansion text must be provided. This + will aid recognition of later use of the abbreviation. +

    +

    PDF documents may be enhanced by providing expansions for abbreviations. + In fact, such expansions are required for accessibility to ensure understanding + by people who have difficulty decoding words; rely on screen magnification + (which may obscure context); have limited memory; or who have difficulty + using context to aid understanding. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Adding an /E entry to an abbreviation using Adobe Acrobat + 9 Pro's Tags panel +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    In a tagged PDF document:

    +
      + +
    1. Select the Tags panel, using Views > Navigation Panes > Tags
      2. + +
    2. Select the first instance of the abbreviated text that needs to be expanded. If the + selected text is part of a larger tag, access the Tags panel options menu, select + Create Tag from Selection, and create a new Span tag. In this example, the text "WCAG2" + (within the LBody tag) has been enclosed in a Span tag. +
      3. + +
    3. In the Tags panel, access the context menu for the spanned text + and select Properties... to open the TouchUp Properties dialog for + the Span tag. +
      4. + +
    4. On the Content tab of the TouchUp Properties dialog, enter the + expansion text, followed by the originally selected text. +
      5. + +
    +

    The following image illustrates this technique:

    +
    + + + +
    Figure 1The addition of expansion text to an abbreviation using the Tags panel. The text 'WCAG2.0' + has been selected and a Span tag created for it. The expansion text 'Web Content Accessibility + Guidelines (WCAG) 2.0' is entered as the expansion of 'WCAG2.0' using the TouchUp + Properties dialog +
    + + +
    +

    This example is shown in operation in the working example of Providing definitions for Abbreviations (Word document), working example of Providing definitions for Abbreviations (OpenOffice document), and working example of Providing definitions for Abbreviations (PDF document). +

    +
    +
    +

    Example 2: Using a /Span structure element with an /E entry to define + an abbreviation +

    +

    The following code fragment illustrates code that is typical for using + the /Span structure element to define an abbreviation. +

    +

    This example uses the sentence "Sugar is commonly sold in 5 lb + bags." The abbreviation "lb" is tagged as a /Span structure + element with an /E entry (typically accomplished by an authoring tool). + 

     1 0 obj                                  % structure element
+   << /Type /StructElemen
+            /S /Span                      % element type
+            /P ...                        % Parent in structure hierarchy
+            /K << /Type /MCR
+                        /Page 2 0 R       % Page containing marked-content sequence
+                        /MCID 0           % Marked content identifier for "lb"
+               >>
+            /E  (pound, lb)
+    >>
+ endobj
+
    +
    +

    Example 3: Using a /TH structure element with an /E entry to define + an abbreviation +

    +

    As noted in the Description, the /E entry is valid with any structure + element. +

    +

    The following code fragment illustrates code that is typical for using + an /E entry to define an abbreviation. +

    +

    A table that contains columns for each month uses abbreviations as + the values of column headers. The expansion for each abbreviation is + provided as the /E entry of the /TH structure element (typically accomplished + by an authoring tool). + 

     1 0 obj                                  % structure element
+   << /Type /StructElemen
+            /S /TH                        % element type
+            /P ...                        % Parent in structure hierarchy
+            /K << /Type /MCR
+                        /Page 2 0 R       % Page containing marked-content sequence
+                        /MCID 0           % Marked content identifier for "Dec"
+               >>
+            /E  (December, Dec)
+    >>
+ endobj
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      Verify that the first occurrence of abbreviations that require + expansion text have /E entries on an enclosing tag by one of the + following and that both the abbreviation and the expansion text are + provided: +

      + +
        + +
      • In Windows, use Microsoft's Inspect.exe tool, or some other + tool that allows inspection of the MSAA interface, to locate + the text of the abbreviation in the document tree and ensure + that the value of the abbreviation is in the expansion text. +
        • + +
      • In a PDF editor, locate the tag + for the text that is the abbreviation, and check that an expansion + or definition is provided for each abbreviation in the Expansion + Text field in the corresponding tag's properties. +
        • + +
      • Read the PDF document with a screen reader, listening to hear + that on the first occurrence, the abbreviation and expansion + are read when the screen reader reads the content line-by-line. +
        • + +
      • Use a tool that is capable of showing the /E entry value, + such as aDesigner to open the PDF document and view the GUI summary + to read the text expansions for abbreviations. +
        • + +
      • Use a tool that exposes the document through the accessibility + API and verify that the text expansion of the abbreviation is + properly implemented. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • Check #1 is true.
      • + +
    + +
    +
    +
    + + \ No newline at end of file diff --git a/wcag21/techniques/pdf/PDF9.html b/wcag21/techniques/pdf/PDF9.html new file mode 100644 index 0000000..489411d --- /dev/null +++ b/wcag21/techniques/pdf/PDF9.html @@ -0,0 +1,480 @@ + + + + + PDF9: Providing headings by marking content with heading tags in PDF documents + + + + + + + +

    Providing headings by marking content with heading tags in PDF documents

    +
    +

    Important Information about Techniques

    +

    See Understanding Techniques for WCAG Success Criteria for important information about the usage of these informative techniques and how + they relate to the normative WCAG 2.1 success criteria. The Applicability section + explains the scope of the technique, and the presence of techniques for a specific + technology does not imply that the technology can be used in all situations to create + content that meets WCAG 2.1. +

    +
    +
    +
    +

    Applicability

    +

    Tagged PDF documents with headings

    +

    This technique relates to:

    + +
    +
    +

    Description

    +

    The purpose of this technique is to show how headings in PDF documents + can be marked so that they are recognized by assistive technologies. Headings + are marked up using the heading elements (H, H1, H2, ... H6) in the structure tree. + This is typically accomplished by using a tool for authoring PDF. +

    +

    Heading markup can be used:

    +
      + +
    • to indicate start of main content
      • + +
    • to mark up section headings within the main content area
      • + +
    • to demarcate different navigational sections, such as top or main + navigation, left or secondary navigation, and footer navigation +
      • + +
    • to mark up images (containing text) which have the appearance + of headings visually. +
      • + +
    +

    Because headings indicate the start of important sections of content, + it is possible for assistive technology users to access the list of + headings and to jump directly to the appropriate heading and begin + reading the content. This ability to "skim" the content through + the headings and go directly to content of interest significantly speeds + interaction for users who would otherwise access the content slowly. +

    +
    +
    +

    Examples

    +
    +

    Example 1: Adding or modifying tagged headings in PDF documents + with Adobe Acrobat 9 Pro +

    +

    This example is shown with Adobe Acrobat Pro. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +
    + +

    Using the Touchup Reading Order tool

    + +

    One method of adding headings to PDF documents uses the Touchup Reading + Order tool: +

    + +
      + +
    1. Open the PDF document in Adobe Acrobat Pro
      2. + +
    2. Select Advanced > Accessibility > TouchUp Reading Order...
      3. + +
    3. Click the Show Order Panel button on the TouchUp Reading Order + panel +
      4. + +
    4. View the tags in the Show Order panel.
      5. + +
    + +

    The following image shows a PDF document opened in Adobe Acrobat Pro. + The Tags panel is open, showing heading text "Cooking techniques" tagged + as H1 and "Cooking with oil" tagged as H2. The text "Cooking + with butter" should be tagged as H2 but is not. +

    + +
    + + + +
    Figure 1PDF document opened in Adobe Acrobat. The Tags panel shows the headings in the tag + tree. Text that should be tagged as H2 is incorrectly tagged as a paragraph. +
    + + +
    + +

    To correct the H2 heading, use the TouchUp Reading Order panel as + follows: +

    + +
      + +
    1. Left click and drag a selection box over the content you want to + tag. +
      2. + +
    2. Select the Heading 2 tag from the TouchUp Reading Order panel.
      3. + +
    + +

    The following image shows the PDF document opened in Adobe Acrobat + Pro. The TouchUp Reading Order panel is visible. A selection box appears + around the text "Cooking with butter," and Heading 2 on the + panel is selected. +

    + +
    + + + +
    Figure 2PDF document opened in Adobe Acrobat. The TouchUp Reading Order panel is visible; + the heading text is selected and Heading 2 on the panel is selected. +
    + + +
    + +

    Finally, click the Show Order Panel button on the TouchUp Reading Order + panel. +

    + +

    The following image shows the PDF document opened in Adobe Acrobat + Pro. The Tags panel is visible, showing that the text "Cooking + with butter" is now tagged as H2. +

    + +
    + + + +
    Figure 3PDF document opened in Adobe Acrobat. The TouchUp Reading Order panel shows the correctly + tagged headings. +
    + + +
    + +
    +
    + +

    Using the Order and Tags panels

    + +

    You can also add or change headings as follows:

    + +
      + +
    1. Bring up the Order panel.
      2. + +
    2. Access the context menu for the text to be changed or added as + a heading. +
      3. + +
    3. Select the correct heading tag for the text.
      4. + +
    + +

    The following screenshot shows Order panel and the context menu for + the text "Cooking with butter." "Tag as heading 2" is + selected in the context menu. +

    + +
    + + + +
    Figure 4PDF document opened in Adobe Acrobat. The Order panel and context menu show the text + to be changed to Heading 2. +
    + + +
    + +

    You can then check that the correct heading is applied by opening + the Tags panel, as shown in the following screenshot. +

    + +
    + + + +
    Figure 5PDF document opened in Adobe Acrobat. The Tags panel confirms the correct heading + tags. +
    + + +
    + +

    This example is shown in operation in the working example of adding tagged headings (Word file) and working example of adding tagged headings (PDF file). +

    + +
    +
    +
    +

    Example 2: Creating documents in Microsoft Word that have correctly + tagged headings when converted to PDF +

    +

    This example is shown with Microsoft Word. There are other software tools that perform + similar functions. See the list of other software tools in . +

    +

    Use Styles to create heading formats: Heading 1, Heading 2, Heading + 3, etc. Make styles progress in a logical manner; e.g., a Heading 2 + should come after a Heading 1. +

    +
    + +

    In Microsoft Word 2003

    + +
      + +
    • Select the "Format > Styles and Formatting" menu + item to reveal the styles and formatting task pane. +
      • + +
    • Use the Heading 1 to Heading 6 styles provided in the "Styles + and Formatting" panel. +
      • + +
    + +
    + + + +
    Figure 6Selecting heading styles in Word 2003.
    + + +
    + +
    +
    + +

    In Microsoft Word 2007/2010

    + +

    Select the Home Ribbon in Word 2007/2010 and select the appropriate + heading (Heading 1 to Heading 6) from the Styles group. +

    + +
    + + + +
    Figure 7Selecting heading styles in Word 2007/2010.
    + + +
    + +
    +
    +
    +

    Example 3: Creating documents in OpenOffice.org Writer 2.2 that have + correctly tagged headings when converted to PDF +

    +

    This example is shown with OpenOffice.org Writer. There are other software tools that + perform similar functions. See the list of other software tools in . +

    +

    Use Styles to create heading formats: Heading 1, Heading 2, Heading + 3, etc. Make styles progress in a logical manner; e.g., a Heading 2 + should come after a Heading 1. +

    +

    Export to PDF as follows:

    +
      + +
    1. From the File menu, select Export as PDF...
      2. + +
    2. The first time you export as PDF, an Options Dialog appears.
      3. + +
    3. Select Tagged PDF, then select Export.
      4. + +
    +

    + + + Selecting heading styles and exporting to PDF in OpenOffice.org Writer. + + +

    +
    +
    +

    Example 4: Marking up headings using /Hn elements +

    +

    Headings within PDF documents can be marked up using /Hn elements + in the structure tree, where n is numeral 1 through 6 (for + example /H1, /H2, etc.). +

    +

    The following code fragment illustrates code that is typical for using + the /Hn elements to mark content. Note that /H1 has been role-mapped to /Head1 in this example. + This is typically accomplished + by an authoring tool. + 

    0 obj% Document catalog
+  << /Type /Catalog
+     /Pages 100 0 R                  % Page tree
+     /StructTreeRoot 300 0 R         % Structure tree root
+  >>
+endobj
+ ...
+300 0 obj% Structure tree root
+  << /Type /StructTreeRoot
+     /K [ 301 0 R                    % Two children: a chapter
+        304 0 R                      % and a paragraph
+        ]
+     /RoleMap << /Chap /Sect         % Mapping to standard structure types
+                 /Head1 /H
+                 /Para /P
+              >>
+    /ClassMap << /Normal 305 0 R >>  % Class map containing one attribute class
+    /ParentTree 400 0 R              % Number tree for parent elements
+    /ParentTreeNextKey 2             % Next key to use in parent tree
+    /IDTree 403 0 R                  % Name tree for element identifiers
+  >>
+endobj
+301 0 obj                            % Structure element for a chapter
+  << /Type /StructElem
+     /S /Chap
+     /ID (Chap1)                     % Element identifier
+     /T (Chapter 1)                  % Human-readable title
+     /P 300 0 R                      % Parent is the structure tree root
+     /K [ 302 0 R                    % Two children: a section head
+          303 0 R                    % and a paragraph
+        ]
+  >>
+endobj
+302 0 obj                            % Structure element for a section head
+  << /Type /StructElem
+     /S /Head1
+     /ID (Sec1.1)                    % Element identifier
+     /T (Section 1.1)                % Human-readable title
+     /P 301 0 R                      % Parent is the chapter
+     /Pg 101 1 R                     % Page containing content items
+     /A << /O /Layout                % Attribute owned by Layout
+           /SpaceAfter 25
+           /SpaceBefore 0
+           /TextIndent 12.5
+        >>
+    /K 0                             % Marked-content sequence 0
+  >>
+endobj
+...
+

    Within marked content containers, headings can be marked up using + /Headn elements as follows for a first-level heading in + a PDF document: + 

    BT		 		% Start of text object
+  /Head1 <</MCID 0 >>   	% Start of marked-content sequence
+     BDC
+        ...
+        (This is a first level heading. Hello world: ) Tj
+        ...
+     EMC			% End of marked-content sequence
+     ...
+ET				% End of text object
+
    +
    +
    +

    Resources

    +

    Resources are for information purposes only, no endorsement implied.

    + +
    + +
    +

    Tests

    +
    +

    Procedure

    + +
      + +
    1. + +

      For all PDF content that is divided into separate sections, use + one of the following to verify that headings are tagged correctly: +

      + +
        + +
      • Read the PDF document with a screen reader, listening to hear + that the list of headings is announced correctly. +
        • + +
      • Using a PDF editor, + make sure the headings are tagged correctly. +
        • + +
      • Use a tool that is capable of showing the /Headn entries + to open the PDF document and verify that headings are tagged + correctly. +
        • + +
      • Use a tool that exposes the document through the accessibility + API and verify that the headings are tagged correctly. +
        • + +
      + +
      2. + +
    + +
    +
    +

    Expected Results

    + +
      + +
    • #1 is true.
      • + +
    + +
    +
    +
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