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WEB
ACCESSIBILITY
Umesh Gupta
Consultant – (HRIS)
[email protected]
Deakin University CRICOS Provider Code: 00113B
WEB ACCESSIBILITY
What does it all mean?
https://www.youtube.com/watch?v=b
EM9Fn9aOG8
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WHAT DOES IT ACTUALLY LOOK LIKE?
Experiences of Individuals with Disabilities
https://www.youtube.com/watch?v=kziXJX6a
7E4
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DIVERSITY OF WEB USERS
• may not be able to see, hear, move, or
may not be able to process some types of
information easily or at all
• may have difficulty reading or
comprehending text
• may not have or be able to use a
keyboard or mouse
• may have a text-only screen, a small
screen, or a slow Internet connection
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• may not speak or understand fluently the
language in which the document is written
• may have an early version of a browser, a
different browser entirely, a voice browser,
or a different operating system.
OUR LEGAL OBLIGATIONS
Transitioning to
WCAG 2.0
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The ICT Governance Board
requires all Australian
Government websites to
implement WCAG 2.0 to meet
the middle level of
conformance (Double A) over
a four-year period. (by Dec
2014)
The provision of information
and online services through
the web is a service covered
by the DDA.
Deakin is a government
website for the purposes of
complying with WCAG 2.0
because universities fall
under the federal Department
of Education, Employment
and Workplace Relations for
funding and reporting. Para
4.2 of the HRC advisory note
is not directed at or applicable
to Deakin.
Equal access for people with
a disability in this area is
required by the DDA where it
can reasonably be provided.
CASES OF COMPLAINTS…
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THE CASE FOR WEB ACCESSIBILITY
Four reasons why your website should support web accessibility
• Social inclusion
• Good for business
• Employment and education
• Legal and policy
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?
?
?
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?? ?
WHAT DO U THINK ABOUT IT NOW?
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FIVE STAGES OF ACCESSIBILITY
Denial
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Anger
Bargaining
Depression
Acceptance
FIVE STAGES OF ACCESSIBILITY
Denial
“This is a web ‘application‘ so
those rules don’t apply to us”
“We’re not the government
so we don’t have to make this
accessible”
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FIVE STAGES OF ACCESSIBILITY
Anger
“I can’t believe they’re
making us do this!”
“This is just going to cost us
money that we’ll never make
back!”
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FIVE STAGES OF ACCESSIBILITY
Bargaining
“What about making it just
level A compliant instead of
AA?”
“Can we just leave that part
for later?”
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FIVE STAGES OF ACCESSIBILITY
Depression
“Sigh. We’ve done all this work,
and its made no difference, and
that consultant still told us we did
it wrong…”
“This is really hard, and there’s so
much to think about”
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FIVE STAGES OF ACCESSIBILITY
Acceptance
“Lets make things as accessible as we
can, in a way that doesn’t compromise
our business goals, or the aesthetic
quality of our site. And, if we need to
make changes later to make it more
accessible, then we’ll do that too.”
“We can do this!”
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WHAT CAN A CMS USER DO?
Ensure the content we create online is accessible.
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KEY ISSUES IDENTIFIED
Non-text Content
Something that is represented visually,
such as an image, it should have a
brief text description embedded in the
code.
This description should reflect the
purpose of the image and the context
in which it is being used.
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EXAMPLES
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KEY ISSUES IDENTIFIED
Info and Relationships
If a style was applied to visually
indicate that something is a page
heading, table heading or a list, make
sure that the appropriate markup is
was used.
So that when the presentation
changes (e.g. the style sheets are
turned off), that information and
relationships are preserved.
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EXAMPLES
Tables
<table summary “Contact details of
the Directors office” >
<thead>
<tr>
<th width="150">Name</th><th
width="200">Position</th><th
width="71">Phone</th><th
width="59">Campus</th>
</tr>
</thead>
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KEY ISSUES IDENTIFIED
Using h1-h6 tags to identify headings
• 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 mark-up which can
be an effective way for screen
reader users to more quickly find the
content of interest
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EXAMPLES
Headings – Example
<H1>
<H2>
<H3>
<H2>
<H3>
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KEY ISSUES IDENTIFIED
Audio-only and
Video-only
(Prerecorded)
Transcripts
For prerecorded audioonly and prerecorded
video-only media,
alternatives need to be
provided.
Create a text
transcript/description
that presents the same
information as the
prerecorded
audio/video-only
content.
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Captions
(Prerecorded)
One of the easiest ways
is to submit a video to
YouTube’s automated
captions. The captions
can be edited to
improve accuracy.
Many users still prefer
using more advanced
free tools to create or
edit captions such as
Amara Universal
Subtitles, CaptionTube
or MAGpie.
EXAMPLES
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EXAMPLES
Using Amara Universal Subtitles
Three step
process:
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Step1 –
Typing the
subtitles
Step2 –
Syncing the
subtitles
Step 3 –
Reviewing
your work
KEY ISSUES IDENTIFIED
PDF accessibility
Its common use on websites
and its inherent accessibility
barriers make it a common
topic for discussion in
accessibility circles.
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PDF/UA (ISO 14289) the
International standard for
accessible PDF technologies.
PDF/UA provide guidance on
how to produce reliably
accessible PDF files.
EXAMPLES
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WEB EVALUATION TOOLS/GUIDES
Evaluation
tools
WebAnywhere,
http://webanyw
here.cs.washingt
on.edu/wa.php
Wave web
accessibility
tool, WebAIM.
http://wave.w
ebaim.org/tool
bar/
HTML
CodeSniffer,
Squiz.
Markup
Validation
Service, W3C.
http://validat
or.w3.org/che
ck.
http://squizlab
s.github.io/HT
ML_CodeSniffe
r/
Web Content
Accessibility
Guidelines
(WCAG) 2.0,
W3C.
http://www.w3.
org/TR/WCAG/
WCAG
Guidelines
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W3C CSS
Validation
Service
http://jigsaw.
w3.org/cssvalidator
Authoring Tool
Accessibility
Guidelines (ATAG)
2.0, W3C
http://www.w3.org
/TR/ATAG20/
Validation
tools
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