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WAR Report #1

Guideline 2
(http://www.w3.org/TR/WCAG10/#gl-color)
Don't rely on color alone.

Ensure that text and graphics are understandable when viewed without color.

"If color alone is used to convey information, people who cannot differentiate between certain colors and users with devices that have non-color or non-visual displays will not receive the information. When foreground and background colors are too close to the same hue, they may not provide sufficient contrast when viewed using monochrome displays or by people with different types of color deficits."

Checkpoints:
2.1 Ensure that all information conveyed with color is also available without color, for example from context or markup. [Priority 1]

2.2 Ensure that foreground and background color combinations provide sufficient contrast when viewed by someone having color deficits or when viewed on a black and white screen.

Summary:
Using colors as the only method to emphasize information on your website can leave those who cannot see colors unable to operate effectively on your website.

For example, colored links w/o underlining:

Bad:
Click to find out more.
Click to find out more.

Better:
Click to find out more.
Click to find out more.

Best:
Click HERE to find out more.
Click HERE to find out more.

WAR Report #2

Guideline 13
(http://www.w3.org/TR/WCAG10/#gl-facilitate-navigation)

Guideline 13. Provide clear navigation mechanisms.

Getting people stranded on your website is not nice. There must be clear navigation not only so that people can navigate your site efficiently, but you must also have your navigation clear so that those with disabilities can use the navigation effectively with their various accessibility aids and tools.

Clear and consistent navigation mechanisms are important to people with cognitive disabilities or blindness, and benefit all users.

Clearly identify the target of each link. [Priority 2]
Link text should be meaningful enough to make sense when read out of context -- either on its own or as part of a sequence of links. Link text should also be terse.
For example, in HTML, write "Information about version 4.3" instead of "click here". In addition to clear link text, content developers may further clarify the target of a link with an informative link title (e.g., in HTML, the "title" attribute).
Techniques for checkpoint 13.1
Provide metadata to add semantic information to pages and sites. [Priority 2]
For example, use RDF ([RDF]) to indicate the document's author, the type of content, etc.
Note. Some HTML user agents can build navigation tools from document relations described by the HTML LINK element and "rel" or "rev" attributes (e.g., rel="next", rel="previous", rel="index", etc.). Refer also to checkpoint 13.5.
Techniques for checkpoint 13.2
Provide information about the general layout of a site (e.g., a site map or table of contents). [Priority 2]
In describing site layout, highlight and explain available accessibility features.
Techniques for checkpoint 13.3
Use navigation mechanisms in a consistent manner. [Priority 2]
Techniques for checkpoint 13.4
Provide navigation bars to highlight and give access to the navigation mechanism. [Priority 3]
Techniques for checkpoint 13.5
Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group. [Priority 3]
Techniques for checkpoint 13.6
If search functions are provided, enable different types of searches for different skill levels and preferences. [Priority 3]
Techniques for checkpoint 13.7
Place distinguishing information at the beginning of headings, paragraphs, lists, etc. [Priority 3]
Note. This is commonly referred to as "front-loading" and is especially helpful for people accessing information with serial devices such as speech synthesizers.
Techniques for checkpoint 13.8
Provide information about document collections (i.e., documents comprising multiple pages.). [Priority 3]
For example, in HTML specify document collections with the LINK element and the "rel" and "rev" attributes. Another way to create a collection is by building an archive (e.g., with zip, tar and gzip, stuffit, etc.) of the multiple pages.
Note. The performance improvement gained by offline processing can make browsing much less expensive for people with disabilities who may be browsing slowly.
Techniques for checkpoint 13.9
Provide a means to skip over multi-line ASCII art. [Priority 3]
Refer to checkpoint 1.1 and the example of ascii art in the glossary.
Techniques for checkpoint 13.10

WAR Report #3

Guideline 14
(http://www.w3.org/TR/WCAG10/#gl-facilitate-comprehension)

Guideline 14. Ensure that documents are clear and simple.

Don't say 'Bah Bah' when 'Bah' will do, keeping things clear and simple means keeping things organized and keeping things consistent. When creating a website make sure that the look and feel of your website is consistent throughout. Changing the color scheme and layout of your web pages everytime a user changes a page gets the user confused and lost fast.

"Consistent page layout, recognizable graphics, and easy to understand language benefit all users. In particular, they help people with cognitive disabilities or who have difficulty reading. (However, ensure that images have text equivalents for people who are blind, have low vision, or for any user who cannot or has chosen not to view graphics. Refer also to guideline 1."

"Using clear and simple language promotes effective communication. Access to written information can be difficult for people who have cognitive or learning disabilities. Using clear and simple language also benefits people whose first language differs from your own, including those people who communicate primarily in sign language."

Checkpoints:

14.1 Use the clearest and simplest language appropriate for a site's content. [Priority 1]

14.2 Supplement text with graphic or auditory presentations where they will facilitate comprehension of the page. [Priority 3]

14.3 Create a style of presentation that is consistent across pages. [Priority 3]

WAR Report #4

Guideline 8
(http://www.w3.org/TR/WCAG10/#gl-own-interface)

Guideline 8. Ensure that the user interface follows principles of accessible design: device-independent access to functionality, keyboard operability, self-voicing, etc.

"When an embedded object has its "own interface", the interface -- like the interface to the browser itself -- must be accessible. If the interface of the embedded object cannot be made accessible, an alternative accessible solution must be provided." This is especially important because control of the custom applet or website specific code must be able to be controlled by existing assistive technologies currently in use by various disabled users.

"When an embedded object has its "own interface", the interface -- like the interface to the browser itself -- must be accessible. If the interface of the embedded object cannot be made accessible, an alternative accessible solution must be provided."

Checkpoints:

8.1 Make programmatic elements such as scripts and applets directly accessible or compatible with assistive technologies [Priority 2]

Note: If functionality is important* and not presented elsewhere [Priority 1]

*If understanding that information is crucial to understanding the document.

WAR Report #5

Guideline 11
(http://www.w3.org/TR/WCAG10/#gl-use-w3c)

Guideline 11. Use W3C technologies and guidelines.

Keep your website updated with the latest and greatest that the W3C has to offer, the technology and accessibility guidelines are not set in stone. So it is your responsibility as a developer to make sure that your page passes accessibility not only when it is created, but also when the guidelines get updated.

Use W3C technologies (according to specification) and follow accessibility guidelines. Where it is not possible to use a W3C technology, or doing so results in material that does not transform gracefully, provide an alternative version of the content that is accessible.

The current guidelines recommend W3C technologies (e.g., HTML, CSS, etc.) for several reasons:

  • W3C technologies include "built-in" accessibility features.
  • W3C specifications undergo early review to ensure that accessibility issues are considered during the design phase.
  • W3C specifications are developed in an open, industry consensus process.

Many non-W3C formats (e.g., PDF, Shockwave, etc.) require viewing with either plug-ins or stand-alone applications. Often, these formats cannot be viewed or navigated with standard user agents (including assistive technologies). Avoiding non-W3C and non-standard features (proprietary elements, attributes, properties, and extensions) will tend to make pages more accessible to more people using a wider variety of hardware and software. When inaccessible technologies (proprietary or not) must be used, equivalent accessible pages must be provided.

Even when W3C technologies are used, they must be used in accordance with accessibility guidelines. When using new technologies, ensure that they transform gracefully (Refer also to guideline 6.).

Note. Converting documents (from PDF, PostScript, RTF, etc.) to W3C markup languages (HTML, XML) does not always create an accessible document. Therefore, validate each page for accessibility and usability after the conversion process (refer to the section on validation). If a page does not readily convert, either revise the page until its original representation converts appropriately or provide an HTML or plain text version.

WAR Report #6

Guideline 1
(http://www.w3.org/TR/WCAG10/#gl-provide-equivalents)

Guideline 1. Provide equivalent alternatives to auditory and visual content.

Accommodate visually or hearing impaired users.

Provide content that, when presented to the user, conveys essentially the same function or purpose as auditory or visual content.

Although some people cannot use images, movies, sounds, applets, etc. directly, they may still use pages that include equivalent information to the visual or auditory content. The equivalent information must serve the same purpose as the visual or auditory content. Thus, a text equivalent for an image of an upward arrow that links to a table of contents could be "Go to table of contents". In some cases, an equivalent should also describe the appearance of visual content (e.g., for complex charts, billboards, or diagrams) or the sound of auditory content (e.g., for audio samples used in education).
This guideline emphasizes the importance of providing text equivalents of non-text content (images, pre-recorded audio, video). The power of text equivalents lies in their capacity to be rendered in ways that are accessible to people from various disability groups using a variety of technologies. Text can be readily output to speech synthesizers and braille displays, and can be presented visually (in a variety of sizes) on computer displays and paper. Synthesized speech is critical for individuals who are blind and for many people with the reading difficulties that often accompany cognitive disabilities, learning disabilities, and deafness. Braille is essential for individuals who are both deaf and blind, as well as many individuals whose only sensory disability is blindness. Text displayed visually benefits users who are deaf as well as the majority of Web users.
Providing non-text equivalents (e.g., pictures, videos, and pre-recorded audio) of text is also beneficial to some users, especially nonreaders or people who have difficulty reading. In movies or visual presentations, visual action such as body language or other visual cues may not be accompanied by enough audio information to convey the same information. Unless verbal descriptions of this visual information are provided, people who cannot see (or look at) the visual content will not be able to perceive it.

Checkpoints:

1.1 Provide a text equivalent for every non-text element (e.g., via "alt", "longdesc", or in element content). This includes: images, graphical representations of text (including symbols), image map regions, animations (e.g., animated GIFs), applets and programmatic objects, ascii art, frames, scripts, images used as list bullets, spacers, graphical buttons, sounds (played with or without user interaction), stand-alone audio files, audio tracks of video, and video. [Priority 1]
For example, in HTML:

  • Use "alt" for the IMG, INPUT, and APPLET elements, or provide a text equivalent in the content of the OBJECT and APPLET elements.
  • For complex content (e.g., a chart) where the "alt" text does not provide a complete text equivalent, provide an additional description using, for example, "longdesc" with IMG or FRAME, a link inside an OBJECT element, or a description link.
  • For image maps, either use the "alt" attribute with AREA, or use the MAP element with A elements (and other text) as content.

Refer also to checkpoint 9.1 and checkpoint 13.10.
Techniques for checkpoint 1.1
1.2 Provide redundant text links for each active region of a server-side image map. [Priority 1]
Refer also to checkpoint 1.5 and checkpoint 9.1.
Techniques for checkpoint 1.2
1.3 Until user agents can automatically read aloud the text equivalent of a visual track, provide an auditory description of the important information of the visual track of a multimedia presentation. [Priority 1]
Synchronize the auditory description with the audio track as per checkpoint 1.4. Refer to checkpoint 1.1 for information about textual equivalents for visual information.
Techniques for checkpoint 1.3
1.4 For any time-based multimedia presentation (e.g., a movie or animation), synchronize equivalent alternatives (e.g., captions or auditory descriptions of the visual track) with the presentation. [Priority 1]
Techniques for checkpoint 1.4
1.5 Until user agents render text equivalents for client-side image map links, provide redundant text links for each active region of a client-side image map. [Priority 3]
Refer also to checkpoint 1.2 and checkpoint 9.1.
Techniques for checkpoint 1.5

WAR Report #7

Guideline 3
(http://www.w3.org/TR/WCAG10/#gl-structure-presentation)

Guideline 3. Use markup and style sheets and do so properly.

Creating a website is easy, making it usable website is another story. By using markup and style sheets, creating and designing the website much easier to manage. Also when these tools are used correctly they can be made accessible to disabled users.

"Mark up documents with the proper structural elements. Control presentation with style sheets rather than with presentation elements and attributes."

Using markup improperly -- not according to specification -- hinders accessibility. Misusing markup for a presentation effect (e.g., using a table for layout or a header to change the font size) makes it difficult for users with specialized software to understand the organization of the page or to navigate through it. Furthermore, using presentation markup rather than structural markup to convey structure (e.g., constructing what looks like a table of data with an HTML PRE element) makes it difficult to render a page intelligibly to other devices (refer to the description of difference between content, structure, and presentation).

Content developers may be tempted to use (or misuse) constructs that achieve a desired formatting effect on older browsers. They must be aware that these practices cause accessibility problems and must consider whether the formatting effect is so critical as to warrant making the document inaccessible to some users.

At the other extreme, content developers must not sacrifice appropriate markup because a certain browser or assistive technology does not process it correctly. For example, it is appropriate to use the TABLE element in HTML to mark up tabular information even though some older screen readers may not handle side-by-side text correctly (refer to checkpoint 10.3). Using TABLE correctly and creating tables that transform gracefully (refer to guideline 5) makes it possible for software to render tables other than as two-dimensional grids.

Checkpoints:

3.1 When an appropriate markup language exists, use markup rather than images to convey information. [Priority 2]
For example, use MathML to mark up mathematical equations, and style sheets to format text and control layout. Also, avoid using images to represent text -- use text and style sheets instead. Refer also to guideline 6 and guideline 11.
Techniques for checkpoint 3.1
3.2 Create documents that validate to published formal grammars. [Priority 2]
For example, include a document type declaration at the beginning of a document that refers to a published DTD (e.g., the strict HTML 4.0 DTD).
Techniques for checkpoint 3.2
3.3 Use style sheets to control layout and presentation. [Priority 2]
For example, use the CSS 'font' property instead of the HTML FONT element to control font styles.
Techniques for checkpoint 3.3
3.4 Use relative rather than absolute units in markup language attribute values and style sheet property values. [Priority 2]
For example, in CSS, use 'em' or percentage lengths rather than 'pt' or 'cm', which are absolute units. If absolute units are used, validate that the rendered content is usable (refer to the section on validation).
Techniques for checkpoint 3.4
3.5 Use header elements to convey document structure and use them according to specification. [Priority 2]
For example, in HTML, use H2 to indicate a subsection of H1. Do not use headers for font effects.
Techniques for checkpoint 3.5
3.6 Mark up lists and list items properly. [Priority 2]
For example, in HTML, nest OL, UL, and DL lists properly.
Techniques for checkpoint 3.6
3.7 Mark up quotations. Do not use quotation markup for formatting effects such as indentation. [Priority 2]
For example, in HTML, use the Q and BLOCKQUOTE elements to markup short and longer quotations, respectively.
Techniques for checkpoint 3.7

WAR Report #8

Guideline 4
(http://www.w3.org/TR/WCAG10/#gl-abbreviated-and-foreign)

Guideline 4. Clarify natural language usage

Make sure that your markup clearly identifies the natural language being used on the page. Particularly if the language of the page changes, screen readers will have difficulty interpreting language changes if they are not properly noted. Most screen readers will automatically change to the needed language when it is properly stated in the markup.

Use markup that facilitates pronunciation or interpretation of abbreviated or foreign text.

When content developers mark up natural language changes in a document, speech synthesizers and braille devices can automatically switch to the new language, making the document more accessible to multilingual users. Content developers should identify the predominant natural language of a document's content (through markup or HTTP headers). Content developers should also provide expansions of abbreviations and acronyms.

In addition to helping assistive technologies, natural language markup allows search engines to find key words and identify documents in a desired language. Natural language markup also improves readability of the Web for all people, including those with learning disabilities, cognitive disabilities, or people who are deaf.

When abbreviations and natural language changes are not identified, they may be indecipherable when machine-spoken or brailled.

Checkpoints:

4.1 Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions). [Priority 1]
For example, in HTML use the "lang" attribute. In XML, use "xml:lang".
Techniques for checkpoint 4.1
4.2 Specify the expansion of each abbreviation or acronym in a document where it first occurs. [Priority 3]
For example, in HTML, use the "title" attribute of the ABBR and ACRONYM elements. Providing the expansion in the main body of the document also helps document usability.
Techniques for checkpoint 4.2
4.3 Identify the primary natural language of a document. [Priority 3]
For example, in HTML set the "lang" attribute on the HTML element. In XML, use "xml:lang". Server operators should configure servers to take advantage of HTTP content negotiation mechanisms ([RFC2068], section 14.13) so that clients can automatically retrieve documents of the preferred language.
Techniques for checkpoint 4.3

WAR Report #9

Guideline 5
(http://www.w3.org/TR/WCAG10/#gl-table-markup)

Guideline 5. Create tables that transform gracefully.

Proper markup will enable headings and other portions of tables to be understood and interpreted by screenreaders and other accessibility tools. Using proper markup and abbreviations will allow for optimal use of tables as the screenreader will not continue to read column headings over and over and over again.

Ensure that tables have necessary markup to be transformed by accessible browsers and other user agents.

Tables should be used to mark up truly tabular information ("data tables"). Content developers should avoid using them to lay out pages ("layout tables"). Tables for any use also present special problems to users of screen readers (refer to checkpoint 10.3).

Some user agents allow users to navigate among table cells and access header and other table cell information. Unless marked-up properly, these tables will not provide user agents with the appropriate information. (Refer also to guideline 3.)

The following checkpoints will directly benefit people who access a table through auditory means (e.g., a screen reader or an automobile-based personal computer) or who view only a portion of the page at a time (e.g., users with blindness or low vision using speech output or a braille display, or other users of devices with small displays, etc.).

Checkpoints:

5.1 For data tables, identify row and column headers. [Priority 1]
For example, in HTML, use TD to identify data cells and TH to identify headers.
Techniques for checkpoint 5.1
5.2 For data tables that have two or more logical levels of row or column headers, use markup to associate data cells and header cells. [Priority 1]
For example, in HTML, use THEAD, TFOOT, and TBODY to group rows, COL and COLGROUP to group columns, and the "axis", "scope", and "headers" attributes, to describe more complex relationships among data.
Techniques for checkpoint 5.2
5.3 Do not use tables for layout unless the table makes sense when linearized. Otherwise, if the table does not make sense, provide an alternative equivalent (which may be a linearized version). [Priority 2]
Note. Once user agents support style sheet positioning, tables should not be used for layout. Refer also to checkpoint 3.3.
Techniques for checkpoint 5.3
5.4 If a table is used for layout, do not use any structural markup for the purpose of visual formatting. [Priority 2]
For example, in HTML do not use the TH element to cause the content of a (non-table header) cell to be displayed centered and in bold.
Techniques for checkpoint 5.4
5.5 Provide summaries for tables. [Priority 3]
For example, in HTML, use the "summary" attribute of the TABLE element.
Techniques for checkpoint 5.5
5.6 Provide abbreviations for header labels. [Priority 3]
For example, in HTML, use the "abbr" attribute on the TH element.
Techniques for checkpoint 5.6

WAR Report #10

Guideline 6
(http://www.w3.org/TR/WCAG10/#gl-new-technologies)

Guideline 6. Create tables that transform gracefully.

Ensure that pages are accessible even when newer technologies are not supported or are turned off.

Although content developers are encouraged to use new technologies that solve problems raised by existing technologies, they should know how to make their pages still work with older browsers and people who choose to turn off features.

Ensure that tables have necessary markup to be transformed by accessible browsers and other user agents.

Tables should be used to mark up truly tabular information ("data tables"). Content developers should avoid using them to lay out pages ("layout tables"). Tables for any use also present special problems to users of screen readers (refer to checkpoint 10.3).

Some user agents allow users to navigate among table cells and access header and other table cell information. Unless marked-up properly, these tables will not provide user agents with the appropriate information. (Refer also to guideline 3.)

The following checkpoints will directly benefit people who access a table through auditory means (e.g., a screen reader or an automobile-based personal computer) or who view only a portion of the page at a time (e.g., users with blindness or low vision using speech output or a braille display, or other users of devices with small displays, etc.).

Checkpoints:

6.1 Organize documents so they may be read without style sheets. For example, when an HTML document is rendered without associated style sheets, it must still be possible to read the document. [Priority 1]
When content is organized logically, it will be rendered in a meaningful order when style sheets are turned off or not supported.
Techniques for checkpoint 6.1
6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes. [Priority 1]
Techniques for checkpoint 6.2
6.3 Ensure that pages are usable when scripts, applets, or other programmatic objects are turned off or not supported. If this is not possible, provide equivalent information on an alternative accessible page. [Priority 1]
For example, ensure that links that trigger scripts work when scripts are turned off or not supported (e.g., do not use "javascript:" as the link target). If it is not possible to make the page usable without scripts, provide a text equivalent with the NOSCRIPT element, or use a server-side script instead of a client-side script, or provide an alternative accessible page as per checkpoint 11.4. Refer also to guideline 1.
Techniques for checkpoint 6.3
6.4 For scripts and applets, ensure that event handlers are input device-independent. [Priority 2]
Refer to the definition of device independence.
Techniques for checkpoint 6.4
6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page. [Priority 2]
For example, in HTML, use NOFRAMES at the end of each frameset. For some applications, server-side scripts may be more accessible than client-side scripts.
Techniques for checkpoint 6.5