Video Info

Lily goes over 8 frequently asked questions about document accessibility.

Video Transcript

[Intro slide briefly appears with the words “Document Accessibility FAQs” on it, then fades out. Lily’s camera fades in.] 

LILY: Hi, my name is Lily and I am the Document Accessibility Specialist at Ability. And today we are going to go over some FAQs about document accessibility. So let’s jump in.

[Lily’s camera fades out. A slide with the text “What is document accessibility?” briefly appears. Then it fades out and Lily’s camera reappears.]

LILY: OK, so first of all, what is document accessibility? Well, document accessibility, essentially, is ensuring that all digital documents you provide to your users are accessible to people with disabilities. So just like a website needs to be accessible, all digital content needs to be accessible as well. This can happen in two ways. Either you create an accessible document from scratch, or you’re going to be remediating your document for accessibility later on.

[Lily’s camera fades out. A slide with the text “Why do you need accessible documents and/or document remediation?” briefly appears. Then it fades out and Lily’s camera reappears.]

LILY: Why do you need accessible documents and/or document remediation? Well, not only are people relying on digital access and content now more than ever before, but countries around the world are continuing to pass standards and laws around digital accessibility that apply to documents as well. Just like a webpage needs to be accessible, like I was saying before, documents do as well, and you don’t want your documents slipping through the cracks, especially if you’re doing all of that work to make your website accessible too.

[Lily’s camera fades out. A slide with the text “Who needs document remediation?” briefly appears. Then it fades out and Lily’s camera reappears.]

LILY: Who needs document remediation? Well, since all users benefit from accessible documents, all businesses can benefit from document remediation. However, businesses specifically in countries that have any sort of digital accessibility standard or law must ensure they’re compliant.

[Lily’s camera fades out. A slide with the text “What types of documents are included when we talk about document accessibility?” briefly appears. Then it fades out and Lily’s camera reappears.]

LILY: What types of documents are included when we talk about document accessibility? What documents should be remediated? Well, any digital document that you provide to a user should be accessible. That includes documents that a user could download from your website, or e-mail attachments, or even digital form documents that you would have a user submit. A very general, non-exhaustive list of the types of documents that would need to be accessible include: text documents like a Microsoft Word document, spreadsheets like Excel, slideshows like PowerPoint, any kind of PDF, including a form that you would submit, and then also EPUBs, or e-publications like e-books.

[Lily’s camera fades out. A slide with the text “How do you know if a document is accessible?” briefly appears. Then it fades out and Lily’s camera reappears.]

LILY: How do you know if a document is accessible? Some characteristics of an accessible document are that it is keyboard navigable, that it is able to be read by a screen reader, and that it also passes color contrast requirements. The only way to know for sure if you do have an accessible document is through testing. That includes both automated and manual testing. And please keep in mind that manual testing is always required because automated testing 1 can’t catch everything and then 2, sometimes what it does catch is inaccurate.

[Lily’s camera fades out. A slide with the text “Are there any other options besides having to remediate a document?” briefly appears. Then it fades out and Lily’s camera reappears.]

LILY: Are there any other options besides having to remediate a document? The short answer is it depends. If your goal is to have something that the user could download or possibly print out, then a PDF may be the way to go. However, it is generally agreed upon that, if possible, you should try to limit the number of documents that you’re using and try to keep information on web pages if- if possible. And if you already have an accessible website or are already working on an accessible website, adding an additional web page with that information isn’t — or shouldn’t — be too difficult at least.

[Lily’s camera fades out. A slide with the text “How do you make a document accessible?” briefly appears. Then it fades out and Lily’s camera reappears.]

LILY: How do you make a document accessible? Well, the actions that you’ll take to make a document accessible will depend on the format that you offer to the user, and also what type of content is within the document itself. With that being said, there are a few general components to account for when you make an accessible document, which include: marking all decorative images, using proper headings — you know, proper semantic headings instead of just styling the text — making sure all links are actual hyperlinks with appropriate link text and descriptions, incorporating proper color contrast. For tables, making sure that they have column/row headers. For forms, if you have forms, making sure all form fields have proper labels. If you’re working with a document that includes metadata, making sure that you include all the appropriate metadata, which can include a document title, an author, maybe a language. And then if you’re working with a PDF, you also have to account for tags and the reading order that the tags are shown in, and then also using the proper reading– the proper tags themselves, in addition to quite a few other things, but that’s a general list.

[Lily’s camera fades out. A slide with the text “Can you do document remediation yourself, or should you outsource to a remediation expert?” briefly appears. Then it fades out and Lily’s camera reappears.]

LILY: Can you do document remediation yourself, or should you outsource to a remediation expert? If you’re trying to decide if you need a document remediation specialist, it’s best to consider three things. 1. How much time you’re able to dedicate both to training and to remediation. 2. How complex the documents are, and then 3. The total number of documents that you have. Document remediation can be extremely technical and pretty time consuming. However, if you don’t have training in document remediation, you still may be able to do some simple remediation. There are a lot of best practices that you can incorporate. Complex documents, on the other hand, likely need to be remediated with someone who has a little bit more technical training. Accessible content creation and remediation can be a full-time job in and of itself, and most companies that don’t already have an accessibility team or aren’t in a position to create one don’t typically have a person that can dedicate the necessary amount of time that goes into complex document remediation.

[Lily’s camera fades out. A slide with the text “Conclusion & Thanks” briefly appears. Then it fades out and Lily’s camera reappears.]

LILY: All right, that’s all the FAQs we have for you today. Thank you for watching. I hope the information was useful and we will see you in another video soon. Thanks.

[Lily’s camera fades out. A slide with the text “Thank you! See you in another video soon” appears, then after a few seconds fades out.]

If you’ve heard of digital accessibility, you might know that incorporating it into your business will provide essential web access and support to users who are blind. However, it’s important to recognize all of the individuals who benefit from digital accessibility. 

Web users are diverse in every regard — they are a mixture of races, cultures, interests, and beyond. It’s only natural that digital accessibility supports a diverse range of web users, too. If we can recognize the broad scope and variety of people who benefit from digital accessibility, we’ll have a much better understanding of why it’s essential that businesses include it. 

So…who does benefit from digital accessibility, exactly? (Trick question — stay tuned). 

Impairments vs. Disabilities

Digital accessibility offers essential support to both users who have impairments and users who have disabilities. You might be surprised to learn that they’re not the same thing, and they’re not always interchangeable terms, either. 

An impairment is when a person has a loss of structure or function in some part of their body.

A disability is when a person’s lack of ability hinders or prevents them from performing a task, creating a limitation in comparison to others. 

It may seem like a very slight differentiation, at first. Oftentimes, a disability is directly linked to an impairment, too — but an impairment can also be a separate condition. Digital accessibility helps people who have a wide variety of impairments and disabilities, and even supports people who wouldn’t consider themselves disabled at all.

Addressing the distinction between impairments and disabilities allows us to understand impairments as parts of a broader spectrum, instead of just addressing extremes. 

Here’s an example: A person who experiences vision problems would have a loss of sight, which is an impairment — but they may see well enough that they don’t consider themself to be disabled. In regards to digital accessibility, even though that person may not be fully blind, they could still benefit from a website that has various digital accessibility options, such as a higher color contrast or a screen magnifier.

On the other hand, an inability to see may cause a severe limitation for that person, which would be considered a disability. A person with a disability would also benefit from digital accessibility options throughout a website, such as proper headings for their screen reader and tab navigation capabilities (we’ll go over different accessibility barriers later on).

Let’s change our example and consider web users who are deaf, instead. Digital accessibility is just as important for any person who falls on the auditory spectrum as well — whether they’re partially deaf, can’t hear certain pitches, or are fully deaf. Users who have any sort of hearing loss would benefit from closed captions on videos, for example, even if they still have partial hearing.

The main takeaway: digital accessibility doesn’t solely help people who experience the extremes — it helps all people across the entire spectrum of ability.

**Please note: Some people tend to use the words “impairment” and “disability” interchangeably — but not everyone does, especially since they have different technical meanings. You should always use the term that a person is most comfortable with when referencing someone directly.**

Degrees of Impairment

The severity of an impairment and/or the period of time in which a person experiences their impairment also affects a web user’s ability to navigate and engage with a website. Since web users are so diverse, understanding this distinction is another way to showcase just how far reaching digital accessibility is. 

The standard degrees of impairment are: 

Either from birth or injury, a permanent impairment or disability won’t go away over time. Permanent impairments can be broken down into two further types of impairments, depending on how much a single function has been affected or compromised.

  • Total – Total impairments correspond to a complete loss of function in a certain part of the body. Permanent and total impairments / disabilities make the individual unable to complete certain tasks without some sort of assistance. Since it is lifelong, individuals with a permanent and total impairment must learn different — and often more complex and time consuming — ways to complete various tasks and activities. Examples of permanent impairments / disabilities include:
    • Being born completely deaf
    • Having a spinal injury that leaves you unable to move your legs
  • Partial – A disability or impairment that lessens certain functions but does not stop/make a function go away completely. A permanent and partial impairment or disability results in a lessened ability to complete certain tasks — or at the very least, increases the difficulty of completing those tasks. Partial impairments do not always make tasks impossible, although they typically make the task more difficult. Examples of partial impairments / disabilities include:
    • Blindness in one eye
    • Being born with dyslexia

When certain functions do not work correctly for a certain period of time, impairments would be considered either temporary or episodic. After that period, those movements or capabilities will return. Temporary or episodic impairments have a very broad range, and include both less severe impairments and episodic disabilities — Temporary impairments will heal or go away after a length of time, but episodic impairments are typically lifelong. It is encouraged to refrain from calling a temporary limitation or impairment a “temporary disability,” as it can be considered disingenuous, insulting, or rude to others who experience more permanent conditions.

Examples of temporary or episodic impairments / disabilities include:

  • Breaking your dominant hand (temporary)
  • Having seizures in response to certain stimuli (episodic)

While not considered a disability, any individual can experience situational limitations. Situational limitations are when a person is unable to interact in certain ways due to their surroundings, but they do not have a particular disability or impairment to hinder that action. Including web users with situational limitations when considering digital accessibility will help ensure that you are reaching the widest audience possible. 

Examples of situational limitations include:

  • Being in a room that’s too loud to hear a video, so a person uses the video’s closed captions.
  • Trying to use a phone in bright sunlight but the screen is too dark to see, so a person adjusts their screen’s color contrast and brightness in order to see the page.

Types of Impairments & Individual Conditions

It might sound slightly repetitive when we say, again, that web users are diverse — but they are! And since learning just how diverse your users are will benefit both your company and your site visitors themselves, it’s necessary to highlight the diverse types of impairments your web users have, too. Each type of impairment boasts a multitude of web users who rely on digital accessibility to receive the information they need. 

Impairments are sorted into various categories dependent on what system or function of the body has been impaired.

Each specific condition falls within one of the following types of impairments

Visual impairments include focusing issues, low vision, color blindness, complete blindness, etc. 

Auditory impairments include low hearing, being unable to hear certain frequencies, complete deafness, etc. 

Speech impairments include stuttering, muscle weakness that makes it difficult to produce speech (dysarthria), muteness, etc. 

Cognitive / Intellectual / Learning impairments include seizures, autism, ADHD, down syndrome, dyslexia, etc. 

Mobility impairments include tremors, losing a limb, muscular dystrophy, restrictions due to cerebral palsy, paraplegia, quadriplegia, etc. 

Keep in mind that impairments and disabilities are not only part of a spectrum, but that some impairments and disabilities can also be invisible — just because you can’t see it, doesn’t mean it’s not there. 

When applied to digital accessibility: 

Just because you can’t see who your site visitors are doesn’t mean they aren’t there trying to engage with your content!

Types of Assistive Technology Devices Used for Digital Spaces

Some web users who have an impairment or disability use assistive technology to help them access digital content. Assistive technology refers to any equipment, whether a physical tool or software, that a person can use to assist them in the completion of a task. Just like a wheelchair will help a person who has a mobility problem, there are specific kinds of assistive technology to help web users access digital content. 

Here are a few examples of digital assistive tech and what they’re used for: 

One of the more commonly known assistive technology devices for using a computer. They read content off of a screen to the user, which is particularly useful for people who have vision impairments.

Examples of screen readers include: 

  • Jaws
  • NVDA
  • VoiceOver

Speech recognition software is software that recognizes a person’s speech and turns it into text. Individuals use them to speak commands to the device, and the device then completes the actions on a computer for them, such as clicking a button or filling out a form. They are particularly useful for people who have mobility issues and are unable to use a traditional keyboard or mouse.

Examples of speech recognition software includes: 

  • Dragon Naturally Speaking
  • Windows Speech Recognition

A Braille translation display will interpret the text on a computer screen and systematically display it in Braille on a tactile, refreshable keyboard. Users who are both blind and deaf — and are subsequently unable to use screen readers — use Braille translation displays. 

Examples of Braille translation displays include:

  • Duxbury Braille Translator
  • BrailleMaster

Magnifying software or programs allow users to zoom the screen in or out in order to better see information on a computer screen. They are particularly useful for individuals with vision impairments. 

Examples of magnifiers include: 

  • Magnifying Glass Pro
  • Zoomtext
  • iMax for Mac

There are various types of alternative input devices, but they all share the same concept: allowing a web user to use some other action besides using a traditional mouse or keyboard to move around a computer screen and give commands. Different input devices rely on actions like blinking, moving a joystick, or a using a specialty keyboard with larger keys. Alternative input devices benefit a wide range of people, especially those with mobility or cognitive impairments. 

Examples of alternative input devices include: 

  • Brando’s Triple Foot Switch
  • Cadan Assistive Technology’s Eye Blink Switch
  • Microsoft’s Xbox Adaptive Controller

Closed Captioning, transcripts, and ASL translations aren’t technically an assistive device — but they are essential accessibility components that web users rely on to engage with digital content. The main difference about these audio alternatives in comparison to the assistive tech listed above is that they must be supplied by the site owner, not operated by the users themselves. No matter what kind of assistive technology a person with a hearing impairment may have, if there isn’t text associated with a video, then that person can’t access the information. 

Assistive technology is absolutely crucial in allowing an individual with an impairment to have access to digital content…but using those devices will only get someone so far if the website they’re trying to navigate is inaccessible in the first place. 

Digital accessibility allows assistive technology devices to work correctly. 

**Please note:  The assistive technology devices that are listed above as examples are solely references to give the reader an idea of what devices are available. ABILITY was not paid to promote those devices and is in no way affiliated with those devices. **

Digital Barriers on Inaccessible Websites

So what types of barriers can inaccessible websites pose to users who have an impairment or disability? And what needs to change in order to fix it? 

Digital accessibility covers a lot of ground, and with that there’s bound to be questions. Below are five examples — broken down into the five categories of impairments — in order to elaborate on what barriers people may face and what accessibility components a website needs to include in order to address them. 

  • Impairment: This person is colorblind. She has trouble seeing the difference between blue and green particularly, although other colors are challenging too.
  • Barrier: Sometimes websites like to use several colors in the same color scheme, which might look good but doesn’t offer much contrast for text, images, and backgrounds. If the words and backgrounds don’t have good enough contrast, this person will just see a blank area. She even misses some important prompts and actions, like buttons telling her what to click or do next, because she simply can’t see them. Websites are getting better about having good color contrast…but individual images, graphs, and PDFs on a website? Not so much.
  • What to include in a website: It’s always best to follow the widely accepted WCAG (Web Content Accessibility Guidelines) standard — the rules are specific and go into exact detail of how to make a website accessible. For this person specifically though, make sure that your website meets minimum WCAG contrast requirements, which is usually a 4.5:1 ratio. Allowing site visitors to change the contrast to low or high is also good, and offering a dark mode is recommended. Including proper color contrast in all components of your business is important, even your creative content like graphs and PDFs. 
  • Impairment: This person lost his hearing over the years from going to loud concerts. He is barely able to hear and is considered mostly deaf. He uses hearing aids, but they only help him hear louder sounds.
  • Barrier: Although websites have been getting better about this, some of them have videos without closed captioning. This person finds that super frustrating, because that means he won’t be able to fully understand the video. He also really hates it when websites only have a phone number to call for customer support, instead of a form to fill out. He has even more difficulty hearing voices over a phone than he does in person — especially softer, higher pitched voices. Options that are only provided as voice-based interactions are a huge problem.
  • What to include in a website: Offering closed captions on all video content is essential. Consider offering a transcript of the video, as well; just make sure that the transcript itself or a link to the transcript is positioned near the video for people to find. Businesses should make sure that web users or customers have multiple ways to contact them, particularly through both verbal and written means. 
  • Impairment: This person found out they had throat cancer last year and is now unable to talk. On top of that, one of the side effects of their chemo treatment makes them weaker than usual, and they are unable to stay mentally focused for long periods of time. They rely on their spouse for a lot of assistance.
  • Barrier: Similarly to the person who has an auditory impairment above, this person gets frustrated when businesses only offer a phone number to call in order to complete certain transactions or get customer support. If it’s an automated call and they can punch in numbers on the keypad, this person can usually make it through — as long as they can concentrate long enough. Most of the time they feel defeated, especially when they try to complete a simple task and the business asks them to verbally confirm something or talk to a representative. Longer forms also pose a problem, as they can be too exhausting to fill out in one sitting.
  • What to include in a website: Make all forms that a person needs to fill out short and to the point — discard any information or questions that aren’t absolutely essential to what you are trying to achieve. As stated above, you should also ensure that web visitors have multiple ways to contact your business in order to best suit their needs. Including site navigation that is simple and obvious will also help make it clear where users need to go in order to get the information they need, which is great for someone who suffers from extreme fatigue.
  • Impairment: This person has dyslexia and has struggled to read since he was young. He gets frustrated with how long it takes him to read, but he needs to read slowly in order to catch a lot of words. He tries to stay calm, but can sometimes lose his patience. He prefers to listen to audiobooks and watch videos over reading actual text.
  • Barrier: Some websites use a small font size or a font that has little space between the individual letters, which jumbles up the words even easier while he reads. On top of that, he has trouble reading long or complex pages on a website, making reading directions particularly difficult when it’s a longer process. One of his biggest pet peeves is a long list of directions or a long form to fill out — the first, which can be too complex to read, and the second, which can be too hard and time consuming to submit. His dyslexia is bad enough that he’s started using a screen reader at times, even though he can see — the problem is, some websites don’t have proper labels associated with focusable elements for his screen reader to read, so he can miss entire sections of essential content. When that happens, he’s forced to struggle through and try to read it.
  • What to include in a website: Always make your fonts on your website large enough for people to read with ease — and keep your fonts at least size 16pt on the mobile version, particularly. Keep forms short, simple, and to the point. Offering a screen magnifier would be beneficial to make the words even bigger, and consider adding a component to customize the font and letter spacing. Include proper labels on your website too so a screen reader can navigate through it easily. 
  • Impairment: This person has Parkinson’s disease, which affects her ability to move. Her body is stiff, especially in the mornings, and she has tremors in both her hands — but her dominant hand is worse. Because of her stiffness and tremors, she moves more slowly than most people. She also experiences severe fatigue and sometimes gets dizzy or feels like she will fall.
  • Barrier: People may typically be able to navigate a website by using a mouse, but that’s hard for someone with fatigue and tremors like this person. She doesn’t have a specialty mouse to stabilize her tremors yet, so she mostly relies on voice commands and a keyboard with larger buttons to navigate websites. The problem is, she’s noticing a lot of websites aren’t keyboard accessible — when she tries to get to buttons and form fields with the keyboard, not all of them are in the right order. Sometimes they don’t even show up at all. Another big problem she has is when there are time limits on forms — fatigue and tremors cause her to move slowly, so forms that time out only cause more frustration and more unnecessary fatigue.
  • What to include in a website:  It is especially important to make sure your website is tab navigable for people who use a keyboard. Every part of the user interface that can be accessed and operated with a mouse should also be able to be accessed and operated solely using a keyboard. The structure of the website should follow the correct hierarchy so all the content goes in the right order as someone moves down the page. As a rule of thumb, don’t use time limits on any forms. 

The detailed examples above illustrate several problems that web users can encounter when trying to navigate through a website. Of course, there are more than five barriers people can encounter on a website — much more. Always consult the WCAG for detailed recommendations and best practices. 

By incorporating digital accessibility into as many websites as possible, web users will have increased (and hopefully complete) access to all digital content and information regardless of impairment or disability. 

Digital Accessibility is Beneficial for Everyone

At the beginning of this article we asked, “Who exactly benefits from digital accessibility?”

It was a bit of a trick question, because the answer is…everyone.

Accessibility benefits people with: 

  1. Impairments, disabilities, or both
  2. Permanent, total, partial, temporary, or episodic impairments/disabilities
  3. Situational limitations
  4. Visual, auditory, speech, cognitive, or mobility impairments/disabilities
  5. Assistive technology devices (and those without)
  6. No impairment or disability at all

Now, you might be thinking, “…wait. People without an impairment or disability benefit from digital accessibility too?”

And yes, they most definitely do. 

Digital accessibility benefits all web users because it enhances a website’s overall usability. Essentially, that means that by making specific components within your website accessible — such as creating explanatory text for buttons and links or proper hierarchical structure of your menu options and headings — all of your site visitors will have a better, easier, and quicker time gathering information. An accessible and usable website will lower people’s chances of getting frustrated, encountering problems, or being unable to accomplish an essential action like purchasing a product. 

Another reason why digital accessibility is beneficial for everyone is a little simpler: the probability of a person developing some form of impairment increases with age. And while the likelihood increases with age, there are people with disabilities and impairments of every age: the World Bank Organization states that there are roughly 1 billion people in the world who have some form of disability. Odds are, digital accessibility will affect you or someone you know at one point or another in your life. 

If you make necessary accessibility changes to your website, all users will benefit.

How to Become Digitally Accessible

In today’s day and age, everyday life is intertwined with online access — we work, learn, connect, engage, stream, and purchase online. Because of improved access and technology, web users today are more diverse than ever before, too — a trend that will only continue to grow as technology continues to advance. When digital use has become as intertwined with daily life as it is today, the last thing people should have to worry about, struggle to do, or be forced to advocate for is the ability to complete normal, daily tasks. 

Too often, companies emphasize how digital accessibility helps blind users, only to gloss over all of the other individuals who benefit from — and rely on — accessible content. It’s extremely important to recognize how digital accessibility helps blind users, but it’s just as crucial to recognize the very wide and diverse range of people who are unable to access essential content. By understanding the variety of people who rely on accessible content, more businesses will be pushed to recognize them — and their right to equal treatment and access to public information — as essential. Without implementing digital accessibility, unequal access and a lack of inclusion will continue. 

So how do we fix it? 

The responsibility to provide all individuals with equal digital access — and subsequently incorporating digital accessibility into their practices — typically falls upon businesses themselves. To do that, a business must ensure that all parts of its website are carefully scanned and that all problematic elements they find are fixed. 

The best way to make your website accessible is to go through the digital accessibility certification process, which will typically involve both automatic and manual auditing in order to find all of the inaccessible points in a website. While other solutions — particularly ones that rely solely on automated remediation — can find a percentage of accessibility issues, they will never be able to find them all. Manual, human auditing and remediation is the only way to guarantee that your website is accessible, which is what sets the certification process apart. After your website has been scanned and remediated, you will receive a certification of accessibility — giving your web users the essential access they need and cementing your position as a supporter of inclusion, to boot. 

Not only will improving your accessibility make everyone’s experience easier and more efficient — you’ll also be including essential support for people who otherwise wouldn’t be able to interact with your website at all

Video Info

Zack and Jon explain the different aspects of digital accessibility that apply to anyone in a Design or Creative role. They offer example scenarios, suggest different solutions, recommend useful tools, and more.

Please note: All recommendations of tools and resources within this video are simply to offer support and advice to users. ABILITY was not paid to promote these tools and is in no way affiliated with any products mentioned besides ABILITY’s own A11y Toolbox.

Video Transcript

ZACK: Hi everyone. This is Zack Poelwijk, Director of Client Success at ABILITY Digital Accessibility Co., and I’m joined today by our Lead Auditor, Jon.

And this is a really excited — exciting training we’re going to be doing today, talking specifically about best practices and protocols for people who are in Design or Creative roles. And we’re joining you virtually in this — in this recorded webinar today. I’m joining you from my home office and Jon is at our headquarters in Eugene, Oregon in our video studio. And that’s important because Jon’s going to be demoing some — some things for us, so he needs that technology.

So what we’re going to do today is go through a slide deck that walks through a lot of practices, standards for designers and creatives. And the concept is this: is, if we can prevent accessibility issues before they make them — make their way down to, say, development or QA testing, we — we save everyone involved a ton of time and a ton of money. So what we hope to knowledge transfer today is that you take these principles related to the design aspects of accessibility, [that] you can start building these into your protocols, and [that] it’ll just become hopefully second nature so that, you know, “Oh, when I do ‘X’ or when I do ‘Y,’ I know that I have to meet this criteria.” So that’s what today’s about.

And with that, I’m going to share my screen to a slide deck we have prepared. And then we’ll get started.

So this is, of course, Digital Accessibility for Design/Creative Teams. And what we’re going to run down today — we’re going to, at a high level, define digital accessibility just so we’re all coming from the same place, and then we’re going to dig right into the content.

So we’re going to talk about color contrast. We’re going to talk about hover-over features, focus indicators, specific rules for font [text], and then visual assets like images, SVGs, infographics, and tooltips. We’re going to cover all that today.

And the big takeaway from today — I think the primary principle, if we had to boil it all down, is really about color contrast: ensuring that we have properly measured color contrast wherever it’s needed. And by the end of that today, I think you’ll have it down pat.

So let’s talk about digital accessibility first. My slide here says, “What is digital accessibility?” and “How do we define it?”

So digital accessibility, first of all, is for digital assets. So these are going to be websites, software, software-as- a-service, browser-based software, desktop-based software, and native mobile apps. These are the assets, digitally, that we’re talking about today. And I’m probably just going to use the word “website” and that just will encompass it all. That makes it a little bit easier.

And then the concept is that if someone has a kind of impairment or disability, that they’re able to use the web and still experience the web and experience the content that’s presented to them. And as you can imagine, if — if you’re anywhere on the spectrums of deafness or blindness, if you have cognitive impairment — like, perhaps, brain trauma that requires you to process information slower — or if you have motor impairment like paralysis — you can’t, perhaps, use your hands or fingers as typically would be used — or even temporary impairment like recovering from a surgery or an injury. You can imagine that it would be pretty difficult to use the web, to use websites, say, if you can’t use your eyes or if you’re deaf or if you are paralyzed, right? And so, the concept is that these digital assets either need to be built in a manner or retrofitted in a manner so that they can be accommodating to people with these types of impairment and disability.

And, of course, the lowest hanging fruit to prove the concept is this fairly large subset of our population [that] is very likely using assistive technology, like screen readers — screen reading software — to help them navigate through a website. And those websites need to be built in a manner or retrofitted matter that a screen reader can interact with it and know what it is interpreting so it can audibly demonstrate that to the end user. So that’s the real battle that we’re all up against.

Defining digital accessibility is a different conversation and that’s what this slide is about, is defining digital accessibility. There is a single, unified standard that virtually everyone on Earth agrees on for being *the* standard. It’s written by people *not* in government. So they’re not lobbyists or attorneys or — or senators, or anything like that. It’s written by people in Tech. And the organization is called the World Wide Web Consortium. And then the set of standards is an acronym, WCAG, sometimes called, “Wuh-cag.” It stands for the Web Content Accessibility Guidelines, which is a living document that gets updated over time in drafts. So we are living in version — draft version 2.1, as of this — this training video. And someday in the future, we’ll be in draft version 2.2.

We have provided a hyperlink in the — in our slide deck to this website. We’re also going to just bounce out quickly and show you this website.

This is the set of guidelines themselves. This is probably the first place you need to start when you need to learn about accessibility. This quick reference website is provided by the authors of WCAG. And as you can see, everything is organized by article number for easy organization. And then in the right three-quarters of my screen, we’re in the meat and potatoes of the webpage.

We can see that we have a section dedicated to each article with the text of the article itself, [a section] showing techniques on how to succeed or fail to meet this criteria, and then there’s also a button called “Understanding article such-and-such” that digs in even deeper and gives you a deep, deep dive into each article. Very well written and very well researched. That is going to give you all kinds of context.

So we provide this, here. It’s in the slide deck as well. So I’ll bounce back to our slides.

And then, finally, the four principles of accessibility are this — your digital assets need to be these four things: they need to be perceivable, they need to be operable, they need to be understandable, and they need to be robust.

So think of these core principles as we start talking about what you need to do about it from a creative standpoint. Okay? Just — just one example, just one example is web content needs to be robust. And what I mean by that is it needs to stand out. It needs to be very clear what you are experiencing on the web. And a big part of that is color contrast. Having strong color contrast between font [text] and whatever its background color is ensures robustness of content.

And that is a perfect segue to the first thing we’re going to talk about, which is the use of color and conveying information. Okay?

I need to move something here really quick — excellent.

So, the WCAG article that talks about color contrast is article 1.4.1. And it says, “Color is not used as the *only* visual means of conveying information.” And we have a couple really important examples, here.

Imagine you’ve got a web page and there’s a button on that web page to go, you know, take some kind of action, but the only instructions you provide on the page say, “Press the green button to proceed.”

Well, if I’m colorblind or have any kind of visual impairment or if I’m completely blind, that instruction does mean no favors. And there’s no way, really, for me to figure out which button to press, if color is the only way of conveying information.

But with just a slight tweak, we have a totally acceptable…philosophy, I guess you could say, which is: what if that text said, “Press the green button labeled ‘Go’ to proceed” ?

By giving context beyond just the color, now we’re giving the end user enough information to take action. So that’s what this concept is about, is not relying *only* on color to denote action or information or context. Okay? Excellent.

So now let’s talk about color contrast, which is the — which is the mathematical measurement of color between layers. Font — your font [text] may be one layer and then the color behind it is another layer. Okay? And so here’s some examples of color contrast.

The most obvious one is the background color of the web page and then the color of the font [text] that’s on top of it. That’s going to be most common, but there are others. Another one is the color of a button versus the color of the font [text] that’s within the button — like, the, maybe the button says, “Buy now,” that, that color of the font [text] — and then to add another level of nuance, is the background color. So we have a background layer, we have a button layer, and we have a font [text] layer.

Another — another thing to think about for designers is hover states. So like a web page “at rest” versus a web page if you’re hovering your mouse over an element and maybe the element changes color. So we need to make sure we’re considering color contrast just — not for — not only for when the web page is at rest, but whenever a hover-over is engaged. That color and it’s contrast also matters.

And then — and then finally, a focus indicator, which is a key part of accessibility we’ll talk about a second, versus its background color.

And, arguably, the most important slide of today’s presentation is this one. This explains the requirements of color contrast whenever font [text] is present on a web page.

There are just two rules as it relates to font [text] and color contrast, okay? For standard sized font [text], you need a color contrast ratio of 4.5:1 against its background color. Okay?

If the font [text] is considered large, you only need a 3:1 color contrast ratio. So you need less contrast the larger the font [text], which makes sense, right? If the letters are bigger, I don’t need it as dramatically color contrasting.

So large font [text] is defined in two very specific data points. The first is if the text is at least 18 pt font or 24 pixels tall, one or the other, it’s considered large. Okay? And/or, if the font [text] is bolded in its styling, it can be smaller and still be considered large font [text]. So if it’s bold font [text], it only needs to be 14 pt font or 18.5 pixels tall. That sets the tone for everything on today’s conversation.

The one ingredient we haven’t talked about yet, which Jon will demonstrate in a moment, is — how do we check for or measure color contrast? Okay?

And so this specific rule is provided via hyperlink, here, that goes right to the article in question. “Contrast Minimum” is what it’s called.

So let’s talk about a couple use cases. I mentioned focus indicators a moment ago, so this slide really focuses on focus indicators. Focus indicators need a 3:1 contrast ratio as of today — we’re filming this May 2022. But note that we — we have already been alerted that the future version of WCAG, which will be called 2.2, is going to require a stronger ratio for visual focus indicators. It’s going to require a 4.5:1.

So if you are interested in saving time in the future or “future-proofing” your digital assets, we would just advise that you have [a] 4.5:1 color contrast ratio on your focus indicators.

And focus indicators are illustrated in this screenshot that I’ve prepared. And so a quick description of this screenshot is: we have a screenshot of a home page of a website where the tab order — meaning that I’ve clicked the Tab key on my keyboard — and the focus has been moved to the first drop-down menu in the site’s main navigation. You’ll see a solid-colored, like, black border around what would otherwise be clickable by my mouse. That is what a visual focus indicator is — it is, it is what its name implies. It indicates where the focus is visually.

So, these would be things that are actionable or clickable on a web page. So drop down menus, obviously, are actionable or clickable. Buttons. Text that’s hyperlinked somewhere. These are all examples of something that would be — that would require, excuse me — would require a visual focus indicator. So that’s what those are.

Now when it comes to testing for color contrast, we have some great resources for you. Some are linked and some we’ll just talk about.

One of them is Chrome DevTools — it’s a native — it’s a native tool, free for use as part of the Chrome web browser. Jon will be digging into that a moment. WebAIM is an independent organization that provides a free and very accurate Color Contrast Checker that we’ll take a look at in a moment. Chrome all — the Chrome web browser also provides a free extension called the Eye Dropper, which helps you identify hex color numbers for any color that is a se– or, excuse me –for any pixel that is a part of a browser experience. So if you’re trying to identify what a color is on a web page, you could use this.

And then, finally, we have an internal, really awesome software that we’ve built and are providing available to the public called The A11y [pronounced “ally”] Toolbox. And as a part of that will be a color contrast checker tool. So be on the lookout for that [in] future announcements from us.

So with that, I’m going to hand the floor to Jon and we’re gonna show some real life examples of the things that we just talked about.

JON: Awesome. Thanks, Zack. Let me share my screen here and we can get into it.

Awesome.

So, we’ll start off first with focus indicators. And like Zack was talking about, a focus indicator should be on any element that is actionable or can be interacted with. So like he was saying, the drop-downs, buttons, links, stuff like that.

And this site is a fantastic [example of] designing focus indicators for varying background colors. So we have on the top of the the page, here, a dark blue background followed by an aqua, and then a white. And if you can imagine, some focus indicator colors that may meet 3:1 ratios against the dark blue may not work against a white.

So I’ll start by clicking in the top corner, here, just so we can get our tab order to the top of the page. And when I hit Tab, we can see this white line — this white focus indicator — appears around this logo link. And we can see that it’s a white against a dark blue, which is fantastic. It meets that requirement that we’re looking for.

If we continue tabbing through the page into this Parts dropdown, we can see we still have that white against dark blue background. But if I tab into the list — the drop-down list, here, which has a white background, we can see our focus indicator actually turns to a blue. So we don’t have that same white focus indicator that we just experienced with the last two elements, but we have this blue on — I guess it’s technically gray, because the background of this this element is gray — but this blue-on-white, kind of blue-on-gray background.

And this is something that we can think about as we’re designing our sites and our pages and our elements and components, is: what kind of background colors might this content be appearing on? And what focus indicators? And how can we change our focus indicators to make sure we’re meeting those same requirements?

If I look into this aqua section, we have this dark blue button and we can see that we still get a white focus indicator again. And moving down into our white section on this Appliances button, here, we can see our focus indicator becomes a black outline.

So this is a great example of how we have three different colors with different focus indicators that are all changing color to make sure that they’re still persistent and present and visible. They’re perceivable and they’re robust in the sense of the page. And when a user is going through here, there’s going to be no question as to where they are as they’re navigating through the content, which is fantastic.

The next example that I would like to show is talking about hover states. And as Zack was saying, this is one of those things that we have to think about when we’re thinking about color contrast and how we’re approaching our designs.

So this page does a fantastic job about covering different hover states on different elements. The two elements that I really want to look at here are going to be these navigation links in the top, here, as well as these “Get a Quote” buttons.

So I’ll just start by opening up DevTools by clicking Right Click and Inspect. And Chrome DevTools has this fantastic kind of tool — and I’ll talk about this later as well — but it’s this “Select an element in the page” tool. You can get to it by pressing Ctrl + Shift + C, but I’ll just click on it.

And if we hover over this content, we can actually get the hex color that we’re looking at for this content — which is kind of like a dark gray, there — as well as the contrast ratio of that text against the background. In this case, we have a 6.93 [ratio].

However, if I hover over this text, we can see that it actually changes to more of a blue-green. And this is something that we want to keep in mind because as we are developing different states and different dynamically changing elements, we need to keep in mind that we need to differentiate the states while still maintaining our color contrast.

So I’ll go into DevTools, here, and this is a neat little trick where you can set states. So I’ll head it — set a hover state for this text. And if we do that same thing, we can see our color has changed, but our contrast ratio is still at 4.96, which is more than what we’re looking for to meet WCAG guidelines.

So that’s a really awesome way — and a really awesome way of approaching this issue, is making sure that even though we’re changing the color, it’s still maintained as accessible.

The next one I want to look at is this button, and this is the same sort of idea.

Let me scoot my DevTools over a little bit.

And we can see that we’re at a 4.96 contrast ratio, here. I’ll do the exact same thing, and we’ll set a hover state on this button. And we can see, there, our button has gotten darker. If I do that same thing, we can see we’re up to a 6.8 contrast ratio now.

So this is a great example of just thinking about our hover states beforehand, designing colors that look good, that fit the theme of the site that we’re working on — the design of the page or project that we’re working on — so we’re maintaining an elegant look while still being accessible. And this is something that we can really think about as we’re going through the design process.

ZACK: Awesome.

JON: Sweet. And then I want to go over large and small font [text] sizes. So like Zack was talking about, that’ll be 18 pt or 24 pixels for large fonts [text]. A little — I think it’s 18.5 pixels bolded, for large fonts [text]. And then anything smaller would be considered standard size fonts [text] and has to meet a 4.5:1 ratio.

Now, this is a bit of an extreme example because it has a full page video as the background of the main page. And this isn’t super common, but it really demonstrates how color contrast, if not thought about in the design phase or not recognized in the design phase, can come off as very inaccessible.

So, in the background of this video we can see we have all sorts of different colors. We have dark greens. We have yellows. We have browns, oranges. In the sky, we have, you know, light blues and whites and stuff like that.

And because this text is on a variety of different colors in the background, we have to make sure that we’re meeting color contrast ratios against *every* color that these texts might be covering over.

And this is an interesting example because this large text, here, this heading text, actually meets a 3:1 ratio against all of the colors in the background. So it would be considered accessible text.

However, this smaller text, here, does *not* meet a 4.5:1 ratio. So this is an example where the large text against the same background as the smaller text is accessible, but the smaller text is not.

And I want to draw attention to the very top right corner, here. We have our navigation menu. And it’s actually meeting pretty good contrast ratios for the start of this video. But as the video pans up into the sky, we’ll actually see that these — this white text gets almost completely lost in the sky. It has a very low contrast ratio…and there it goes. It almost completely disappears into the sky.

So this is really something that we want to think about when we’re thinking about — when we’re designing our pages for heading text: how big that heading text might be, and what contrast ratios we need to meet for all of our different texts, especially if it’s on a moving background like this, [or] if you have a picture background.

Or, in some cases, you might have a background like this, that has a bit of a gradient to it. And when it comes to text on gradients, the same color contrast ratios still apply. We still have to meet that 4.5:1 for standard text and that 3:1 for large text. And Zack will go into this in a little more detail — he has a great example that we’ll get to directly after this.

But this is a good example of accessible text on a gradient because our large text is meeting a 3:1 ratio against *every* color in this gradient. We go from kind of a pink-purple over to a light purple. And every color within that gradient is accessible against this main text, here. And the same goes for the smaller text right below it. We’re still meeting the contrast ratios that we need to meet.

So if you’re designing with a gradient, if you’re designing with different background colors, really think hard about what size you want your text to be and what colors you want to include in that background.

ZACK: Well said.

JON: And — do you want to go over the tools right now, Zack?

ZACK: Yeah, let’s go over the tools. And so this first one Jon has pulled up is the WebAIM Color Contrast Checker — a very accurate, free tool that we recommend that you take a look at.

JON: Yeah, this is a fantastic tool for anything color contrast. And I’ll just start by going over, kind of, the basics of how it works.

The main idea is that you have two hex colors, which is this pound sign followed by numbers or letters. If you’re working within a design software like Photoshop or anything like that, you should have access to the hex colors. Or, if your company has a style guide, you should also have access to those hex colors — so it can be really easy to check all of these.

But if you *do* need to get a color or a hex code that you don’t have access to, we can use an eye dropper, and I’ll get to that in a second.

But the gist of it is that you’ll put in your first hex color, whether it’s the foreground or the background — you can actually flip these, if you want — as well as our background. And by doing this it gives us a contrast ratio. But not only that, it gives us the contrast ratios and whether it passes or fails for normal text, for large text, as well as for graphical objects and user interface components — which I don’t remember if we cover in this talk, Zack, do you remember?

ZACK: We — we cover it in more depth in a future training video about Dev best practices. But while we’re here —

JON: Yeah.

ZACK: User interface components and graphical objects would be like non-textual visual elements within a website’s design, like iconography… different — yeah, different icons, things that denote action but don’t have words. Those would be graphical objects or user interface components and I believe, Jon, that’s a 3:1 ratio that’s required for those elements?

JON: Yep. That’s exactly right.

So this is a great tool because it gives you examples of these colors against each other. It tells you whether or not they pass WCAG AA and WCAG AAA. For a large majority of the time, we’ll be concerned with WCAG AA, so that’s what you really want to look at.

And I’ll just go ahead and I’ll just change our color, here, so we can get an example of it showing a fail. So we have a contrast ratio of 2.09 and we see that it fails for normal text and it also fails for large text. And it even gives you a little explanation of what’s going on, here, and it gives you these definitions for large and small text. So you don’t need to have them memorized.

So it’s a great tool for getting your colors, checking them against each other, seeing what they look like, and what WCAG Success Criteria they pass or fail.

I want to bring attention to this Eye Dropper tool. And you can use this inside of Chrome — it’s a free tool. You can download it and add it to your Chrome. And what it does is it adds this little eye dropper in our extension bar.

And I’ll just go back to one of our previous examples — this one, for instance.

And if I click on my Eye Dropper tool, we get this dropdown. And this will — it will be where we actually get our hex codes. And what we can do is we can hit this “Pick color from web page” button. And any — literally any pixel that we hover over, we can see that little box next to my mouse changing with the background color. Any pixel we select, will change the color in our Eye Dropper tool and then we can just go ahead and we can just actually copy this hex code.

So we just got a single pixel within this gradient. We can go back to our WebAIM Checker, and our background color — we’ll just paste in our hex code.

And there we go. We see that we have a 3.74:1 ratio where large text is passing.

So this is a great way to get individual colors if you don’t have acc– direct access to the hex code. Maybe you have a design opened up in your browser. Maybe you’re looking at a web page. Maybe you’re just on a design site or something and you really like a color you see. This is a great way to get that hex code, put it into the Contrast Checker, and see what that ratio comes out to be.

ZACK: Absolutely. And two really common use cases we see for this are if you’ve mocked up your app design or your website design in one of those Adobe XD documents, which is accessible via web browser, or if you just decide to open up a PDF in your web browser. You can use the Eye Dropper tool in any of those applications to identify exact colors.

JON: Yep, exactly right.

ZACK: Awesome. Thank you! I’m gonna take over the screen sharing now and we’re going to talk about images and some specific use cases for images.

Excellent.

So images are really commonly going to be part of the design process, right? Picking the right image, putting it into your mockup, so forth and so on. So let’s talk about some hard and fast rules for images that are going to save your Dev teams a ton of time down the road when they start building stuff.

So I’m going to do one very specific use case first. This use case is if you have an image file with a solid background color where font [text] is superimposed on top of that. These are usually designed quickly by marketing teams as, like, promos that maybe are just going to go on a website for a couple days and then get pulled down. And so, it makes the most sense, time-saving-wise, to just do it all by the marketing team and then just get an image file to the devs to upload to the site. But there are some accessibility things to think about, there.

So the example I have here is a — a promo and the — the image in question is, it just has a blue, flat background and then white promotional text superimposed on top of it.

So you actually *can* have this and still find a way to meet accessibility standards. And so what you have to do, though, is that when this image is published to the website, you need to provide an alt text or alt description within your website that is — that is displaying a word-for-word identical match of the words that are in the image file.

And this is the really important reason why, is that: a screen reader will *only* know that this is an image. It won’t know that it’s an image with text in it. So by providing that alt text, the screen reader goes, “Ah, this is what I need to read aloud to the user to describe the contents of the image them.”

So we actually have a — another training session dedicated to make[ing] these Dev changes. But I wanted to make [you] aware of that for design teams, so that you know it is possible.

But one thing you do need to do — one thing you do need to do is make sure you have proper color contrast. So you still need to make sure contrast is met for the font [text] based on its size, standard font [text] or large font [text]. And then Jon has a Dev note for us, here — I put it in parentheses at the bottom of the slide — that when you’re adding images to a website, they need to be IMG or image elements instead of DIVs or SPANs. And — and we’re going to cover that in greater detail in other training content. Okay?

Let’s take a look at another use case.

This is probably going to be a more common use case for designers, where you have, like, let’s — let’s say on the — on the home page of your website, you know, you have a big beautiful image slider or you just have a big hero image of something, and then you have text that you superimposed over it. And — and maybe that text is actual text within the HTML of the web page, so it’s a layer on top of the image. Or, maybe you’ve just saved the text within the image. But in either case, these rules are gonna apply.

And so the example image I have, here, is — the background is, like, this stunning landscape photo. There’s, like, a pond or stream and then mountains and hills and beautiful trees of all different kinds of green colors. And then we’ve got this superimposed text on top of it that says, “Protecting [redacted] Natural Lands for Generations to Come.”

So, a couple things you must do as a designer is: one, hammering this home again, color contrast. This example is showing what is probably standard font [text] and an example of large font [text]. So you need to have 3:1 for the large font [text] and 4.5:1 ratio for the standard font [text].

And then here’s where there’s a little bit of nuance with the WCAG guidelines, is: 90% of the text needs to meet a proper color contrast ratio at all times. Okay?

So, what the WCAG is giving us — what they’re doing is they’re giving us a little bit of wiggle room, accounting for the infinite variability of taking a photograph of, say, nature, and then trying to put text on top of it that meets color contrast.

So, it’s not a lot of wiggle room — 90% is still basically everything — but what that means in this example is, let’s say, let’s say that like the letter “P” in the word “Protecting,” you know, was partially not conformant color- contrast-wise to the background trees. You know, that’s maybe 5 or 6 percent of the total land — total acreage of these letters. Right? And so that would be okay.

What would *not* be okay is if the entire word “Protecting” or half the word “Protecting” was not conformant with color contrast.

So this is not — this is not a wiggle room for you to take advantage of and like, you know, have more and more letters be not conformant. This is a wiggle room that just buys you a little bit of grace. You know, grace is *not* getting what you *do* deserve, right? So, it gives you a little bit of grace so that there can be some imperfection.

As a general rule of thumb, we tell people not to play fast and loose with you know, “Is it 90% conformant? Is it 80% conformant?” It really all needs to be conformant, and there’s just a little bit of wiggle room.

I do want to give a couple pieces of quick advice to make this very easy. What you could do as a designer is, you could take this image and you could put a semi-transparent, like, opacity filter on it, you know? Maybe a black opacity filter at, like, 80% transparency or, you know — you can experiment with it. But simply by doing that and *then* superimposing your, in this example, white text over it will probably make it perfectly conformant. Right? So just keep that in mind. There’s some tricks you can do, say, in Photoshop in seconds where you don’t have to worry about this at all.

Awesome.

Let’s talk about SVGs next.

SVGs are a type of file. This is a — an entire Pandora’s box of things. I mean, there’s animated SVGs, so forth and so on. This is really specific to logos. Okay? We see very often that a logo — like, upper left-hand corner of your website — is an SVG. So I’m going to talk mostly about logos.

And so this next slide has an example logo. And this is good news for all designers — logos, like, are — they’re a branding element. Those are immune from color contrast requirements. Even if the logo has text or a sentence as part of its logo file, it is immune from WCAG requirements because it’s understood that that’s, like, a branding element.

So in the middle of the [example] logo, there’s this green text that says, “Since 1864.” You know, maybe that letter “S” against that yellow- orange-ish background — maybe that doesn’t meet conformance standards, but that’s okay. It’s immune. You don’t — it’s a non-starter. So just know that as you’re adding your logo files.

This is a really fun conversation next — this is gonna be infographics. Okay?

So as designers, you know, you love creating infographics. They’re, you know, beautiful, visually intensive things that describe or tell a story. Oftentimes they’re outlined in steps, like Step 1, Step 2, Step 3, so forth.

So, infographics have an official designation with [the] WCAG. They are considered complex images. And as such, there’s some specific rules that you can follow to make everything okay.

So when you design your infographics, if your infographics are going to have font [text], remember your color contrast rules that we’ve been talking about. Okay?

And then– and then, we have to go one step further. Okay? So the — the infographic is likely going to be saved as a single image file, like a PNG or a JPEG, right? Then you’re going to give that to your devs and they’re gonna paste it into the website. So that image file needs a short description to announce that this is an infographic and, perhaps, just give the title of the infographic or like the “elevator pitch” version of what the infographic is about.

So an example would be, like, “An infographic showing [How to Create a Bouquet of Flowers that Lasts].” That would be the short alt description that you would provide as part of the image file, or with the image file.

But then you need to provide a written transcript. Okay?

So this is paragraphs of text, most likely. A written transcript that describes the content, context, and nuance of what is in the infographic. Okay? And the thought experiment is to pretend like you were describing this to a friend who was totally blind and — and your job depended on you making sure that your blind friend understood *everything* about this infographic — like, no details left out. Nothing put under the rug. Like, at — explaining to a completely blind person what this infographic is.

And so, you know, that’s not difficult — writing a transcript is not difficult. But what becomes difficult from the perspective of a designer, is, “Okay… Now I’ve got this big old transcript,” — and it might be 500 words long — “Where am I going to put it on the web page?” Because it’s going to destroy your design, probably, to just slap a bunch of paragraphs of text on a web page that you don’t want it on. So we have some ideas of what you could do.

The two most common ones — well, there are three options.

The first one is not popular. The first one is just copy and paste that transcript right on the web page. Let’s take that off the table because you’re already shaking your head that that’s not okay.

So the second one is you could put that transcript within an accordion — a little accordionic section that you expand and collapse so that it’s visually elegant. It doesn’t kill your design.

Or, even easier, is if you just provided a text link, perhaps directly above or below the infographic, and the text link says, “Click here to read full transcript of the infographic.” And that would simply bounce you to a web page on your website that has a tran– the transcript.

But these *are* requirements. They’re non-negotiable. If you’re going to have infographics, these are the things you need to have. Okay?

So color contrast as you’re designing it when font [text] is available, color contrast if we have graphical objects or — or interface components, which… there *will* be in an infographic. And then we have to have our short description and long transcript.

Everybody knows what an infographic is and this is not a place where you can cut corners. This is the type of thing that a lawyer representing a plaintiff will rip you to shreds on if you don’t provide what we just described. So *do* take the time. It’ll pay off in spades over the cost of paying your corporate attorney to get you out of hot water.

Anything else, Jon, that I maybe didn’t cover?

JON: No, you did a really good job. The only thing I’ll point out is something that may not be super obvious or apparent, but — as an example, in this image — in this infographic — there’s that little blurb that says, “You’ll need: pruners and vases.”

So, those are visually presented as a list of things that you will need.

ZACK: Yes.

JON: And as such, that should also be reflected in the transcript. And that’s a lot of times something that the devs can do as they implement it. But even just within the — the transcript saying, you know, “A list of things you’ll need: pruners, vases.” Adding that extra context of what that content is visually presented as is something that can be included, and should be included.

ZACK: Awesome. Thank you. Thank you! And then the last topic of the day as it relates to creative is — or, excuse me — are tooltips.

And this is a really specific use case, but we see this a lot of [the] time in our clients’ design so we just want to give you the information to make these conformant from a design perspective. Okay?

And so I have a couple screenshots, here, that show example tooltips. Tooltips are usually these little helpful things that give you, like, a little nugget of information. Again, it’s visually elegant, as opposed to just copying and pasting this text on a web page — so that’s why designers use them, I think.

And so we have two examples. In both examples, the tooltip is presented as like a little circular icon with the letter “I” in it and “I” would be for “information.” Sometimes a tooltip will have an exclamation point or a question mark…you know, that’s fine. But that’s typically what they are.

And so from a design perspective, if you’re mocking up tooltips — I’m going to sound like a broken record, but this counts as a graphical object or user interface component. So the tooltip icon itself needs a 3:1 ratio against its background color.

And then the tooltip opens up, you know, a little pop-up, basically, a little thought bubble. And again, keep in mind, there, that the font [text] –that’s the message — and the background will need color contrast. It’s very likely that this will not be large font [text] — it’s going to be standard font [text]. So you’re going to need the strong 4.5:1 color contrast ratio.

The rest of the rules for making tooltips conformant comes from the development side — how to build a tooltip so that it’s conformant. So that’ll be followed in a separate video. But from a creative standpoint, that’s what you need.

And that is everything as it relates to design — just a few principles. Let me just very quickly overview what we talked about.

Color contrast is king. Color contrast for user interface objects and components is 3:1. Contrast ratio for large font [text] is 3:1. Contrast ratio for standard font [text], which is all font [text] except large font [text] is 4.5:1. Contrast for visual focus indicators is 3:1 today, May 2022, but very soon will be 4.5:1 as the requirement, so we encourage you to just do that. You can measure color contrast with the various tools that Jon showed us.

And if you’re able to just do these things in your design, everybody’s going to be so much farther ahead when it comes to building out these assets.

So thank you, again, for your time and be on the lookout for more training videos from our team as we delve into different topics.

So, with that, have a great day and thank you for making accessibility a priority in your company. Buh-bye.

JON: Thanks everyone.

This quick guide is an introduction to pop-ups and modals. It covers a range of important information, including criteria that modals must meet, common issues modals tend to have, applicable ARIA attributes, and more. You are welcome to use this PDF internally or to share it with your clients. 

The following quick guide offers an introduction into accessibility and color, including color requirements, building accessible color palettes, and designing for colorblind users. You are welcome to use this PDF internally or share with your own customers. 

You’re welcome to use this PDF internally for your own education or to share with your customers.

Many of our Partner Agencies build and maintain WordPress websites. Remediating WordPress websites can be challenging, though, because oftentimes WordPress or its plugins will update and overwrite remediated code changes that you’ve put in place. This is a pain point for both you, the agency, and your customer, whose money is wasted if your remediation is overwritten.

The following guide details Online ADA’s tested and confirmed solution that makes it very easy to remediate a WordPress website and ensure that remediated changes aren’t overwritten by future updates to WordPress or its plugins.

Practical Accessibility: Making Prerecorded, Synchronized Media Accessible, by Online ADA.

Synchronized media is the technical term for media that has synchronized audio and video content. Most of what we generally refer to as “video” fits this definition. It has audio in the form of dialogue, narration, music, and sometimes sound effects. All of these elements — the visuals that we see on the screen and the auditory elements that we hear — need to be accessible for users.

In order to figure out how to make the media accessible, first determine how you are using the synchronized media in question. A clear sense of that purpose will dictate what measures you need to include in order to make the media accessible to the widest range of users.

If you’re using synchronized media as a supplement to other information provided in that specific part of your site — rather than as the primary vehicle for communicating information — and the media does not communicate any information that users cannot get through more prominently featured text, consider it to be supplemental media. For supplemental media, the most important issue to keep in mind is that users may react differently to that media — and not all of them will find that it enhances their experience of your site. Some users may find the media distracting. It might make it hard for them to focus on their primary goals and interacting with your site. For this reason, it’s critical to give those users a way to stop the media so that they can experience the site without the moving parts that make it hard to focus.

Synchronized media is considered primary content when the media communicates contextually relevant information that is not already featured as text or communicated by other elements on the page. This applies to a range of media, from movies to recorded speeches to music videos. If the synchronized media’s content is not duplicated by other accessible media on the page, it is primary content. Primary content synchronized media must be made accessible for users who have visual impairments, hearing impairments, or processing disorders that prevent them from easily understanding any part of the synchronized media information. Primary content synchronized media can have the same kinds of problems as supplemental media but has additional requirements for making the information it communicates accessible to users.

Accessible synchronized media helps users with and without disabilities. Most obviously, accessible synchronized media helps users with partially or fully impaired vision and users with hearing impairments. Those users need accessibility support to use the media at all, or to fill in spots where they could not understand the visual or auditory information. Accessible synchronized media also helps users who have trouble processing visual or audio information. These users may have trouble retaining the information that they see or hear. So, having a transcript or other alternative media gives them a way to review the information in their own time.

Accessible synchronized media also helps users who don’t consider themselves as having a disability. Media use in public places is common — having a transcript for synchronized media allows users to consume that media when they are in places where they would have trouble hearing audio or in places where they don’t want to play audio out loud.

Accessibility doesn’t have to add much time or cost into the content development cycle. Anticipating accessibility needs during the planning stages makes it easier and often less expensive to incorporate the necessary supports. Storyboards and scripts for the video can be used as the foundation for the planned alternative media. Considering accessibility early on in the content development cycle is also simpler and less stressful than having to create accessibility supports under time constraints or while facing a lawsuit.

The first two steps in making synchronized media accessible are determining the purpose of the content and considering user needs. After these, there is one more step to complete in the accessibility support cycle: identifying the standards and success criteria that will help to determine whether or not your synchronized media is actually accessible. For this, we turn to the Web Content Accessibility Guidelines, created by the W3C Organization’s Web Accessibility Initiative. WCAG for short, these guidelines are an internationally recognized standard that gives us a common set of success criteria to use when planning for and evaluating the accessibility of digital tools and content.

The following WCAG success criteria apply to both supplemental and primary synchronized media content. When it comes to making synchronized media accessible, the first WCAG success criterion that applies is 2.2.2: Pause, Stop,. Hide. This success criterion requires that any synchronized media that plays automatically for more than 5 seconds has a mechanism to pause, stop, or hide it. Note that scrolling down the page does not count as this type of mechanism. The key to 2.2.2 is that users must be able to control the media to suit their needs. An important note for success criterion 2.2.2 — it is best never to have any media auto play on page load. Giving users the choice to opt into and control the timing of the media start is better than forcing them to opt out or to restart the content because they missed the beginning.

A success criterion that is closely related to 2.2.2 is 2.4.3: Focus Order. 2.4.3 requires that if a web page can be navigated sequentially and the navigation sequences affect meaning or operation, focusable components receive focus in an order that preserves meaning and operability. For users to customize their experience of synchronized media, they need to be able to get to the controls quickly and without difficulty. This is especially important if you decide to go against best practice by having your media auto play. Burying the media controls half a dozen focusable items in will make it harder for keyboard users to find those controls. It’s best to put those controls early on in the focus order so that hitting the tab key one or two times gets the user to the controls that lets them pause or stop synchronized media.

This need for easy access to the controls brings up another success criterion, 2.1.1: Keyboard. 2.1.1 simply requires that all functionality be keyboard accessible without requiring specific timings for individual key strokes. This functionality is required unless the specific function of the element relies on the path of the user’s movement, rather than simply getting to the right endpoints. Full keyboard functionality is an element that’s critical for a wide range of users, especially users with dexterity-realted impairments. Constructing the media controls correctly, preferably using semantic HTML markup, will ensure that users can find and operate those controls using the keyboard. This can be easily accomplished by using an accessible media player or by using native HTML markup to embed the file.

Last, label the controls both visibly and programmatically in the HTML markup so that users can easily identify them as the media controls — and make sure that they communicate any changes to their state, such as the play button becoming a pause button. This will ensure that you meet success criteria related to labeling, such as 3.3.2: Labels and Instructions, which requires that labels or instructions be provided when content requires user input, and 4.1.2: Name, Role, Value, which requires that all user interface components — including but not limited to form elements, links, and components generated by scripts — have a programmatically determined name and role that when the user can set states, properties, and values, those user-initiated settings will be reflected in the markup and notification of changes to these items is available to user agents, including assistive technologies.

3.3.2 and 4.1.2 are essential for users who rely on assistive technologies, such as screen readers and voice recognition. These users must be able to identify controls via the names of those controls, even outside of the immediate context. Clear labels or names coupled with appropriate roles will make identifying the controls much easier. Screen readers such as Jaws, NVDA, and VoiceOver normally read off labels for controls, but default to generics like “button” if there is no accessible label. Users who rely on voice commands need clear labels so that they can verbally name the correct control. Specific labels that make it easier for users to identify the purpose of a control or form field will make navigation much simpler for these users.

Roles are important because users will expect different functionality for elements depending on whether that element is a link, button, check box, or something else. Ensuring that the role matches the functionality helps users to predict what will happen when they activate a particular control.

The previously discussed WCAG success criteria apply to both supplemental synchronized media and primary content synchronized media. In addition to those success criteria, there are three more that apply only to prerecorded primary content synchronized media. As a reminder, primary content synchronized media is synchronized media content that functions as the main source of the information you’re trying to communicate. If the main content of a page is a video and that video content’s information is not duplicated in text on the page, the video is primary content. The three additional success criteria that apply to primary content are 1.2.2: Captions, 1.2.3: Audio Description or Media. Alternative, and 1.2.5: Audio Description.

1.2.2 applies if users must engage with synchronized media content in order for the page to fulfill its purpose. To satisfy 1.2.2, ensure that the media has synchronized captions that are easy to identify and enable. Enabling captions automatically is a great way to do this. This helps users who have hearing impairments or auditory processing disorders and helps users who are simply trying to watch the media in a noisy environment.

1.2.3 and 1.2.5 also apply if users must engage with synchronized media content in order for the page to fulfill its purpose.. Both are focused on helping visually impaired users. 1.2.3 requires inclusion of an audio description or a media alternative, like a transcript or descriptive transcript. A descriptive transcript is a text transcript that includes not only the dialogue in the synchronized media, but also descriptions of any important non verbal sounds included in the media. An audio description is an additional audio track that includes all the original sounds of synchronized media and has supplemental verbal descriptions of visual information shown in the video.

Because the last applicable success criterion, 1.2.5, requires audio description, you should include both a transcript and an audio description track to meet the success criterion. This will also ensure that users who prefer to or must use a refreshable Braille display have the support they need. The transcript and audio description track must be easy to access, which is another way that an accessible media player can help.

Accessible media players are media players that have accessible controls as well as additional features that make it easier to incorporate accessibility supports, such as transcripts and audio description. Able Player is one of the best known, but there are a range of others. Digital A11y (“Accessibility”) has a link of accessible media players on their site at www.digitala11y.com/accessible-jquery-html5-media-players.

What if you’re not using an accessible player though, and you already have lots of video content published on a specific service like Youtube or Vimeo? The accessible media players are great, but they are not the dominant model for publishing and distributing multimedia content. So it’s easy to get started with something else before you realize how inaccessible that other service is. YouTube and Vimeo are the two biggest players when it comes to multimedia hosting and distribution. While both make it easy to add captions to your media, neither currently allow content creators to upload alternative audio tracks, such as audio description. Because of this, you need to make use of workarounds to make the media you publish on these platforms accessible.

YouTube has automated captioning capabilities that you can use to generate captions. Once the captions have been generated, you can then edit them to ensure that they’re clear and accurate. It is always a good idea to edit auto generated captions. Machine learning algorithms used to generate the captions will get most words, but don’t add punctuation. They also have trouble with accents and with fast speech, so editing your captions can help to ensure your users won’t be confused by mistakes. In order to include an audio description in a video on YouTube, you will need to make a separate version of the video with the audio description worked into the video’s audio track.

Vimeo, in contrast to YouTube, does not provide automated captioning. So if you use Vimeo, you will need to provide your own caption files. This can be made easier if you pay for a captioning service, such as those provided by Rev, Amara, or 3Play Media. Once you have a caption file, you can add it to your Vimeo video using the advanced options in your video manager.

In the end, including synchronized media content does require more effort than just embedding the content on your page. A little planning goes a long way toward making accessibility simple, however. Give users control over the video if it plays automatically for more than five seconds. Clearly and programatically label video controls. Make controls keyboard operable and easy to find. Ensure that there are captions and include alternative versions of the media, including a descriptive transcript and an audio description so that all users can get the information contained in the video.

Building these elements into your process will make accessibility easier and ensure that your message gets out to a broader audience.

Practical Accessibility: Making Prerecorded Video-Only Media Accessible, by Online ADA.

This training video addresses video-only media content and is a companion piece to our previous training video that discussed audio-only media content. Using video-only content can have accessibility problems that are quite similar to the problems associated with audio-only content. What those problems are depends on your purpose for using the video and how you deploy it.

When determining accessibility needs related to video, the first task is to identify your purpose for using video. Having a clear sense of that purpose will help you decide what accessibility supports you need to ensure that the video content and the content around it are accessible to the widest range of users.

Decorative video is video that is used to create a particular mood or look, but not to communicate any specific information. This includes videos such as action clips, moving abstract shapes, and animated panoramic images. With decorative video, it’s important to remember that not all users will have the same response to the video. Some may enjoy it, but others may find that it creates visual interference or otherwise distracts them from their primary reasons for interacting with your site.

Video is considered primary content when the video communicates contextually relevant information that is not duplicated by text or other elements on the page. This includes content such as visual walkthroughs and slide presentations. Primary content video must be accessible for users who have difficulty perceiving or understanding visual content. It can have the same kinds of problems as decorative video. Primary content video also has additional requirements for making the information it communicates accessible to users.

Accessible video content helps a wide range of users. Most obviously, accessible video media helps users with fully or partially impaired vision. Those users need accessibility supports to perceive the information communicated by the video content. Accessible video also helps users who have trouble processing visual information. These users may have trouble understanding or retaining non-text visual information, so having alternative media gives them a way to review the information in their own time.

Accessibility doesn’t have to add significant time or cost into the content development process. Considering accessibility needs during the planning stages makes it easier and often less expensive to incorporate the necessary supports. Storyboards and scripts for the video can be used as the foundation for the planned alternative media. Considering accessibility early on in content development makes it easier to anticipate how accessibility could affect the production timeline and cost, and is simpler and less stressed than having to create accessibility supports under time constraints or the threat of a lawsuit.

The first two steps in making video content accessible are determining the purpose of the video content and considering user needs. After these two steps, there’s one more step to complete in the accessibility support cycle: identifying the standards and success criteria that will help you to determine whether or not your video content is actually accessible.

For this, we turn to the Web Content Accessibility Guidelines created by the W3C organization’s Web Accessibility Initiative. WCAG for short, these guidelines are an internationally recognized standard that gives us a common set of success criteria to use when planning for and evaluating the accessibility of digital tools and content.

The main WCAG success criterion that applies to decorative video is 2.2.2: Pause, Stop, Hide. This success criterion requires that any video that plays automatically for more than 5 seconds has a mechanism to pause, stop, or hide the video. Note that scrolling down the page does NOT count as this type of mechanism. The key to 2.2.2 is that users must be able to control the video element to suit their needs. An important note for success criterion 2.2.2: it is best NEVER to have video autoplay on page load. Giving users the choice to opt into and control the timing of the video start is better than forcing them to opt out or to restart the video because they missed the beginning.

A success criterion that is closely related to 2.2.2 is 2.4.3: Focus Order. 2.4.3 requires that if a webpage can be navigated sequentially and the navigation sequences affect meeting or operation, focusable components receive focus in an order that preserves meaning and operability. This success criterion is relevant because for users to customize their experience of your video, they need to be able to get to the controls quickly and without difficulty. Burying the video controls half a dozen focusable items in will make it harder for keyboard users to find and use those controls. It’s best to put those controls early on in the focus order so that hitting the tab key one or two times gets the user to the controls that let them pause or stop the video.

This need for easy access to the controls brings up another success criterion, 2.1.1: Keyboard. 2.1.1 simply requires that all functionality be keyboard accessible without requiring specific timings for individual key strokes. This functionality is required unless the specific function of the element relies on the path of the user’s movement, rather than simply getting to the right end points. Full keyboard functionality is an element that’s critical for a wide range of users, including users with visual impairments. Constructing the video controls correctly, preferably using semantic HTML markup, will ensure that users can find and operate those controls using the keyboard. This can be easily accomplished by using an accessible media player, or by using native HTML markup to embed the file.

Last, label the controls both visibly and programmatically in the HTML markup so that users can easily identify them as the video controls. This will ensure that you meet success criteria related to labeling, such as 3.3.2: Labels and Instructions, which requires that labels or instructions be provided when content requires user input, and 4.1.2: Name, Role, Value, which requires that all user interface components, including but not limited to: form elements, links, and components generated by scripts, have a programmatically determined name and role that when the user can set states, properties, and values, those user initiated settings will be reflected in the markup and that notification of changes to these items is available to user agents, including assistive technologies.

3.3.2 and 4.1.2 are essential for users who rely on assistive technologies such as screen readers and voice recognition so that these users can identify controls via the names of those controls, even outside of the immediate context. Clear labels or names coupled with appropriate roles will make identifying the controls much easier. Screenreaders such as Jaws, NVDA. and Voice-Over, actually read off labels for controls, but default to generics like “button” if there’s no accessible label.

Users who rely on voice commands need clear labels so that they can verbally name the correct control. Specific labels that make it easier for users to identify the purpose of the control or the form field will make navigation much simpler for these users. Roles are important because users will expect different functionality for elements, depending on whether that element is a link, button, checkbox, etc. Ensuring that the role matches the functionality helps users to predict what will happen when they use a particular control. When video is primary content rather than decorative content, all of the success criteria mentioned previously – video controls, focus order, keyboard functionality, clear labels, and appropriate roles – still apply.

In addition, there’s one more success criterion to account for: 1.2.1: Audio Only and Video-Only, Prerecorded. 1.2.1 requires that information communicated solely through video must be available to all users, which means providing alternative media versions that contain equivalent information to users who have difficulty using or processing visual information. An accessible transcript that describes what happens in the video is one way to do that.

That transcript can also be recorded as an audio description: audio of someone describing what happens in the video, and a link near or even included as the audio track. To ensure users know it is there, include text that points it out and explains how to get to the audio description. As an example, if one were to develop a descriptive transcript of the video shown in this film strip graphic, it could say:

“The video starts with a person holding a framed picture. The person wants to hang the picture. The person uses a pencil to mark the spot on the wall where they want to hang the picture, then hammers a nail into the wall.Finally, they hang up the picture.”

This descriptive transcript does not give every tiny detail of every frame, but instead describes the action as a narrative that helps the audience to understand what is happening and how it fits into the full context of the video.

If you have a pre-written script or storyboard that was used to create the video, creating a transcript is easy – just start with that script or storyboard and revise it to relay information about the visual action as a smooth, clear narrative. Include it as text, and preferably also as an audio file adjacent to the video, or as a similarly placed link to a separate page. If there is no script or storyboard, the video’s action will have to be transcribed, but planning that into your process will ensure that the costs and time needed to create the transcription can be factored in from the start.

In the end, including video content does require more effort than just embedding the video on your page. That said, a little planning goes a long way toward making accessibility simple. Give users control over the video if it plays automatically and for more than 5 seconds, clearly and programmatically label video controls and make them easy to find, and include an alternative such as a descriptive transcript so that all users can get the information contained in the video.

Incorporating these steps into your content development process removes barriers and gives you access to a larger audience.

Practical Accessibility: Making Prerecorded Audio-Only Media Accessible, by Online ADA. 

If you’re using audio on your website, whether as ambiance or to communicate information, it’s important to consider the effects audio has on accessibility. What these effects are depends on your purpose for using the audio and how you deploy it. 

The first task is to identify your purpose for using audio. A clear sense of that purpose will help you to decide what measures you must include to make the content that includes the audio accessible for the widest range of users. 

Decorative audio is audio that is used as a sort of aural decoration for your site to create a particular mood or ambiance. The most important issue to keep in mind with decorative audio is that users may react differently to that audio, and not all of them will enjoy it or find that it enhances their experience of your site. Some users may find the audio distracting. It might make it hard for them to focus on their primary goals and interacting with the site. 

For instance, users with visual impairments may be experiencing in your site via a screenreader. If your audio is too loud, those users may have trouble hearing their screenreader, which will make it difficult for them to navigate the site. Other users might have sound sensitivities or a processing disorder that will make it difficult for them to read text when there’s too much noise. 

Audio elements are considered primary content audio when the audio elements are communicating contextually relevant information that is not already duplicated by text elements on the page. This category covers any sort of recording from podcasts to speeches to recorded radio programs. 

Primary content audio must be made accessible for users who have hearing impairments or processing disorders that prevent them from easily understanding auditory information. It can have the same kinds of problems as decorative audio, but has additional requirements for making the information it communicates accessible to users. 

Making your audio media accessible will help a wide range of users with and without disabilities. Most obviously accessible audio media helps users with hearing impairments. those users need accessibility supports to fill in spots where they could not understand the auditory information, or if their impairment is significant enough, need accessibility supports to use the media at all. Accessible audio also helps users who have difficulty processing auditory information. These users may have trouble retaining information that they hear, so having a transcript gives them a way to review the information visually and in their own time. 

Accessible audio also helps users who don’t consider themselves as having a disability. Media use in public places is common. Having a transcript for audio media allows users to consume that media when they are in places where they would have trouble hearing audio or in places where they don’t want to play audio out loud. 

Working accessibility into your content development process doesn’t have to be a roadblock. Thinking about accessibility early in the planning stages for audio media makes incorporating the necessary supports simpler and often less expensive. If content creators draft out the audio elements and text first, that text can be used as the foundation for a transcript. If the audio doesn’t have a set script, planning the time and resources to create a transcription during the development process will make it easier to anticipate how accessibility will affect the timeline and cost. 

The first two steps in making audio content accessible are determining the purpose of the audio and considering user needs. After these two steps, there is one more step to complete in the accessibility support cycle: identifying the standards and success criteria that will help you to determine whether or not your audio is actually accessible. For this, we will turn to the Web Content Accessibility Guidelines created by the W3C organization’s Web Accessibility Initiative. “WCAG” for short, these guidelines are an internationally recognized standard that gives us a common set of criteria to use when planning for and evaluating the accessibility of digital tools and content. 

Many of the audio related success criteria in WCAG apply to decorative audio. The most important WCAG success criterion that applies to decorative audio is 1.4.2: Audio Control. This success criterion requires that a mechanism to pause or stop the audio is available if that audio plays automatically for more than 3 seconds. Alternatively, a mechanism could be provided that allows users to control the audio volume independently from the system volume. The key to 1.4.2 is that users must be able to customize the audio volume to suit their needs. An important note for success criterion 1.4.2 — It is ideal to never have audio autoplay on page load. Giving users the choice to opt into the page audio is better than forcing them to opt out. 

A success criterion that’s closely related to 1.4.2 is 2.4.3: Focus Order. 2.4.3 requires that if a webpage can be navigated sequentially and the navigation sequences affect meeting or operation, focus components receive focus in an order that preserves meeting and operability. This success criterion is relevant because for users to customize their experience of your audio, they need to be able to get to the controls quickly, and without difficulty. Burying the audio controls a dozen focusable items in will make it harder for users experiencing the page through a screenreader to find those controls, simply due to the aural interference of this audio you’ve provided. It’s best to put audio controls early on in the focus order so that hitting the tab key one or two times gets the user to the controls that allow them to lower the volume or stop the sound altogether. 

This need for easy access to the controls brings up another success criterion 2.1.1: Keyboard. 2.1.1 simply requires that all functionality be keyboard accessible without requiring specific timings for individual key strokes. This functionality is required unless the specific function of the element relies on the path of the user’s movement, rather than simply on getting to the right end points. Full keyboard functionality is an element that’s critical for visually impaired users who are more likely to rely on keyboard navigation and shortcuts. 

Constructing the audio controls correctly, preferably using semantic HTML markup, will ensure that users can find and operate these controls using the keyboard. This can be easily accomplished by using an accessible media player or by using native HTML markup to embed the file. Last, label the controls both visibly and programmatically in the HTML markup so that users can easily identify them as the controls for the audio. 

Success criterion related to labeling such as 3.3.2: Labels and Instructions, which requires that labels or instructions be provided when content requires user input, and 4.1.2: Name, Roll, Value, which requires that all user interface components, including but not limited to form elements, links, and components generated by scripts, have a programmatically determined name and role that states properties and values that can be set by the user can be programmatically set, and that notification of changes to these items is available to user agents, including assistive technologies. 

3.3.2 and 4.1.2 are important because users who rely on assistive technologies, such as screenreaders and voice recognition, need to be able to identify controls via the names of those controls, even outside of the immediate context. 

Clear labels or names coupled with appropriate roles for the purpose will make that easier. Screenreaders such as Jaws, NVDA, and Voice-Over, actually read off labels for controls, but default to generics like “button” if there’s no accessible label. Users who rely on voice commands also need clear labels so that they can verbally name the correct control. Specific labels that make it easier for users to identify the purpose of a controller form field will make navigation much simpler for these users. 

Roles are important because users will expect different functionality for elements depending on whether that element is a link, button, checkbox, etc. Ensuring that the role matches the functionality helps users to predict what will happen when they use a particular control. 

When the audio is primary content, all of the success criterion mentioned previously must be addressed. Audio controls, focus order, keyboard functionality, clear labels, and appropriate roles. In addition, there is one more success criterion to account for: 1.2.1: Audio-Only and Video-Only, Prerecorded. 

1.2.1 requires that information communicated through audio must be available to all users, which means providing alternative media versions that contain equivalent information to users who have hearing impairments or difficulty processing aural information. A transcript is the simplest way to accomplish this. 

Transcripts can be static text, links to text, or text with an auto scroll option. At a minimum, the transcript must contain all speech included in the audio element with labels that make clear who is speaking. If the media includes sounds that add context and information, for instance the sound of a door opening in a radio play, the transcript should also contain descriptions of those other sounds in what is known as a “descriptive transcript.” 

If you have a prewritten script for your audio media, creating a transcript is easy. Just start with that script, check to ensure that it matches the actual audio and contains all important auditory information, and include it on the same page as the audio file as text or a linked page, either just before or just after the audio. If there is no script, the audio will have to be transcribed, but planning that into your process will ensure that the costs and times needed to create the transcription can be factored in from the start. 

In the end, while including audio media does require more effort than just embedding the file on your page, a little planning goes a long way toward making accessibility simple. Give users control over the audio, clearly and programmatically label audio controls and make them easy to find, and include an alternative such as a transcript so that all users can get the information contained in the audio. 

Incorporating these steps into your content development process removes barriers and gives you access to a larger audience.

Hello everyone, this is Luke with Online ADA. In this video, I’m going to cover progress bars and very simple steps you can take to ensure you’re making them fully accessible. 

Now, the purpose of a progress bar is to provide a visual representation of a computer operation. Most notably, when you are trying to display the user when something is downloading or uploading, or you’re just guiding them through a multi-step form. 

As you can see, in this example, there are two different progress bars. The first one is constructed using semantic HTML. The second one is a custom component, constructed with some extra labeling that can be very helpful to many different users. Both these examples are accessible, but different a couple of ways which I will explain. 

The purpose of this video is to help you understand why these progress bars are accessible and to provide you with the knowledge and ability to go make your progress bars accessible, because in my opinion, progress bars are very useful and handy element to use while developing any kind of application web page. I use them all the time. 

Now, the things we need to look out for when constructing the progress bar are, A, identifying how many steps and which steps a user currently is on. And, B, identifying when context is changed when moving from step to step. 

There’s only really one real WCAG rule that applies directly to progress bars. That is rule 1.3.1, Info and Relationships. This is a Level A WCAG guideline and it is stated as follows. Information structure and relationships conveyed through presentation can be programmatically determined or are available in text. Pretty straight forward. 

Now, according to this WCAG rule, we need to ensure that information that is being displayed, via these progress bars here, is preserved when the content is being read aloud by a screen reader. This can be achieved in a couple of ways. One, using semantic HTML, which is always a good idea, which will have proper ARIA labeling and well definitions baked in. And two, using proper ARIA construction with custom HTML. 

The proper ARIA labels that are needed when constructing this yourself are going to be value min, value max, value now and the role of progress bar on the element you’re gonna be using as a progress bar. 

Take a look again at this example, number one. We can see, as I click through these steps buttons, the bar progresses and regresses, representing how close I am, or far I am from completion. This is great visual representation, but what if a blind user is navigating this page? How are we going to convey the information in that case? 

Well, this is where the proper use of ARIA comes into play. If we look here, I’m using this progress semantic HTML element. It will have the role of progress bar assigned by default, so I won’t have to manually add it, like I have here in the second example. See, role progress bar. The role progress bar will actually activate an audible tone on change of the progress bar value. So as you get closer to completion, the tone will be at a higher pitch, and as you regress, the tone will be at a lower pitch. This coupled with the value attribute here, will satisfy the WCAG rule 1.3.1 by allowing the current progress to be programmatically determined by a screen reader, as well as the changing context being audibly alerted. 

So, if we were to load this page with a screen reader activated, you would notice, as you click through these buttons, you would hear a tone. You would also be able to click on the progress bar itself and be read allowed the current value of the bar. This is achieved by adding a tab index to the bar and making it tabbable and clickable.

Now, moving on to the second example. This example is not so different from the first, just that I have constructed it without using semantic HTML. Styled it a bit and added some additional labeling, to make things even more clear to the user. The functionality is still the same. As I progress and regress the bar, there will be a tone that alerts to change and you can still click on the bar and be read allowed the current value. One major difference on this front in here, is that as I click the buttons, the screen reader will not only play a tone, but the current bar value will also be read allowed as I click. I have achieved this using some very simple ARIA labeling, which I will show you. 

Now as you see here, in the second example, you’re not going to see the progress element. Instead, I have used a div with the role of progress bar. Because I’m not using semantic here, I have to specify a couple of ARIA labels in order to have this behave the same. We have ARIA labels value min, value max and value now. Value now allows the current value of the bar to be determined and is the attribute you will lead to dynamically update, along with any other textual representation of the progression you are trying to display. Just like here on the element itself I had the attribute value. This is what I was updating dynamically in that example. So, value max and value min allow the minimum and maximum values of the bar to be programatically determined by the screen reader. 

Also I have here, above the bar itself, a label displaying the current bar value. Since I have the ARIA label live set to assertive, the value will be read aloud as the bar changes. Describing here as I’m changing this, it’s going to play at tone, right. And also read aloud the current label I have set. Now in this case you could also use the ARIA label, value text, to set a textual value for the bar that will be read aloud on click, instead of the value now attribute. So that’s pretty simple, you’re just gonna put, not in caps, ARIA value text. And you can set it to where you want. Step one of three or four, say, right. Now, unclick the bar. It will read this value instead of the actual number value you have set here.

This can be used in the case where you have values like small, medium and large, maybe, which correspond to values, number values, like one, two and three. So you wouldn’t want the screen reader to read aloud two. You want to read aloud medium. So, that’s when you will use that. So again, if you were to look here at this example two with a screen reader, you’ll be read aloud tone, right. You would be read aloud the label and it is very visually clear what step you’re on. So, as you can see, it is extremely simple to make your progress bars accessible. 

All you have to do is make sure you’re following the WCAG guideline, 1.3.1 and making sure that the information, as visually provided by the progress bar, can also be programmatically determined by a screen reader.

Well, I hope this video helped and till next time, happy coding.