Information Checklist This document contains checklists. If you require the checklists in an alternative format please contact the Access and Inclusion Branch on 9426 9200. This checklist relates to the following Disability Access and Inclusion Plan Outcome: Outcome 3 – People with disability receive information from a public authority in a format that will enable them to access the information as readily as other people are able to access it. Outcome 7 – People with disability have the same opportunities as other people to obtain and maintain employment with a public authority.
Transcript
Information Checklist This document contains checklists. If you require the checklists in an alternative format please contact the Access and Inclusion Branch on 9426 9200.
This checklist relates to the following Disability Access and Inclusion Plan Outcome: Outcome 3 – People with disability receive information from a public authority in a format that will enable them to access the information as readily as other people are able to access it. Outcome 7 – People with disability have the same opportunities as other people to obtain and maintain employment with a public authority.
Contents
Contents
Aims
Examples
Reasons for checklist
Using this checklist
Information checklist
Part 1 Information checklist
Part 2 Introducing the World Wide Web Consortium (W3C) Webpage
Accessibility checklist
Issues and actions
Information checklist
Information checklist Access and Inclusion Resource Kit – January 2014
Aims
To identify the barriers that people with disability experience when accessing public information.
To determine ways of improving the accessibility of public information for people with disability.
Reasons for information checklists People with disability frequently experience difficulty in accessing public information. The types of disability that impact on an individual’s ability to access information include hearing loss or deafness, impaired vision or blindness or disabilities that affect the ability to learn or think (such as intellectual disability or psychiatric illness). Many communication difficulties can be avoided. It is recommended that a range of communication options is provided so that individuals can use the communication method that best suits their needs. For example, if written information is provided use clear and concise language, in a font style and size that is easy to read. For people who have low vision or who are blind, it is also important to have information freely available on request in alternative formats such as audio recording, large print, computer disk and Braille. There are a variety of communication techniques that can be used to assist people who have a hearing impairment or who are deaf. Better Hearing Kits on public counters are valuable for informing visitors that staff know how to speak to someone who experiences difficulty hearing. The provision of audio loops at public meetings will enable people who are using hearing aids to participate. For people who are deaf, skilled sign language interpreters may be arranged by contacting the WA Deaf Society. People who are deaf or who have a hearing impairment can also communicate using an adapted telephone called a telephone typewriter (TTY). Organisations can communicate with customers who are deaf or who have a hearing impairment either by using the TTY national relay service or by purchasing their own TTY. All public information should be located in accessible venues and clearly identified. Technological developments, such as the world wide web, are making major changes to communication. It is vital that web sites are designed to be accessible to people with disability.
Information checklist
Information checklist Access and Inclusion Resource Kit – January 2014
Examples of printed information Examples of the types of information provided by public authorities that all members of the community, including people with disability, may need to access include:
timetables
programs
council minutes
annual reports
signs
maps
directories
library books
brochures
accounts
websites.
Principles of accessible printed information Making information easy to see, read, process and understood increases the likelihood of key messages reaching target audiences including people with disability. If the message is not instantly readable it will quickly be dismissed. Principles for accessible printed information include:
Use a plain sans serif font like Arial, Helvetica and Univers. Sans serif typeface is one that does not have the small features called serifs at the end of the strokes. Without these ‘strokes’ the text is easier to read.
Avoid italics and underlining as it makes letters appear like they merge into one another.
Avoid using uppercase in whole words as for many people the word will look like a rectangle. Part of how we recognise words is related to their shape. When lowercase is used we have more shape to the word and it is easier to process and recognise.
Aligning text from the left ensures there is a consistent space between each word, making it easier on the eyes and consequently easier to read. When centred or justified text alignment is used we tend to focus more on the varying point of where the text line starts or the varying size of the spaces between words.
Ensure text is a minimum of 12pt and 14pt or larger on brochures and advertising.
Information checklist
Information checklist Access and Inclusion Resource Kit – January 2014
Ensure that there is strong colour contrast between the text and background. If the colour contrast is slight many people will be unable to distinguish between the text and the background. Vision Australia has a free ‘Colour Contrast Analyser’ which can assist with checking the colour contrast and is available at www.visionaustralia.org.au .
Avoid watermarks as they confuse the reader and add another layer which makes the text harder to distinguish.
Print on matt or satin non-reflective paper. Gloss or shiny paper makes reading more difficult in different lighting.
Use plain English, short sentences and avoid jargon.
Use clear headings that indicate to the reader what they are about to read in the body of the text.
Make sure pictures and diagrams match what is being said in the text and are not over-used.
PowerPoint presentations
It is recommended that PowerPoint presentations are made clear and easy to understand by:
following the above principles for printed information
using a minimum of 24pt font size in Arial or Helvetica.
The provision of alternative formats PDF/Word Format If the document is in a PDF format make sure it is also available in Word format. PDFs can be difficult for some screen reading technologies used by people with vision impairments. Having a Word version available also assists people who need to increase the size of the text.
Providing information in alternative formats
Information in alternative formats should be provided on request from a person with disability. Information can usually be provided in alternative formats for little or no additional cost to the provider.
The most appropriate alternative format can vary according to an individual’s specific communication requirements and may include:
Information checklist Access and Inclusion Resource Kit – January 2014
audio recording
large print text
990RPH Information Radio
audio loops (with appropriate signage) that are fitted for public meetings and events where public address systems are used
captioning of any videos or films, including advertisements, produced by the organisation
AUSLAN (Australian sign language) interpreting service
a Telephone Typewriter (TTY) or the ACE captioned telephone interpreting service
Braille, if requested.
State government agencies should publicise that their information is available in alternative formats on request from a person with disability on:
documents with a statement that reads, "This publication is available in alternative formats, on request from a person with disability", or words to that effect
to the community through initiatives such as:
o newsletters/publications
o community newspapers
o Information Radio
o TV announcements with captions for people with a hearing impairment
o notices where public documents are displayed in libraries and other facilities
o informing disability service sector organisations.
Signage
All external and internal signage should be positioned to be clearly visible to people with disability, in accordance with the Building Code of Australia (BCA), Australian Standards, AS 1428.1 and AS1428.2. International symbols, maps and other graphics may be useful. Australian Standard, AS 2899.1, Public Information, Symbols and Signs are also relevant.
Better Hearing signs on public counters
These stand-up counter cards contain information for staff about communicating with people with hearing impairments. It is recommended that they be placed on all public counters. Better Hearing Kits are available from Better Hearing Australia, WA.
Information checklist
Information checklist Access and Inclusion Resource Kit – January 2014
Captioning TV advertisements, videos and DVDs
Captioning of government TV commercials and videos became a requirement under Premier’s Circular number 19/01, issued on 24 September 2001. These guidelines now supersede Circular 19/01 and include a requirement for captioning DVDs as outlined below. To provide equity of access to government public information for those members of the community with a hearing impairment, captions must be provided on all government TV advertising, videos and DVDs. The following requirements are to be met in relation to government TV commercials, videos and DVDs:
closed captions must be provided on all government TV advertising including commercials, sponsorships, community service announcements and billboards
open captions must be provided on all government videos and DVDs when they are: o being shown in a government office, at an exhibition or trade show, or as part
of a public display o given, lent, sold or hired o used for training (including community education).
Sponsorships, billboards and community service announcements are commonly used terminology in the media industry and represent different forms of electronic commercials. The word billboard, in this context, is a form of sponsored commercial that appears on TV. This requirement also applies to video and DVD materials provided online.
Explanatory note: Closed captions are used for TV programs. They are called closed because you need teletext equipment to see them. Open captions are used for DVDs. They are called open because they are always on screen and do not need any special equipment to see them.
Internet and intranet accessibility
Accessible websites assist to ensure people with disability can access and view your information online. The provision of information and online services through the web is covered under the Disability Discrimination Act (1993). The best practice guidelines used internationally on making websites accessible to people with disability are the Web Content Accessibility Guidelines (WCAG) 2.0, released by the World Wide Web Consortium in 2008. The WCAG 2.0 have checkpoints to rate the accessibility of website elements, and each checkpoint is assigned a Level: A, AA or AAA. For a web page to conform to WCAG 2.0 at Level A all of the Level A checkpoints must be fulfilled. For a website to conform to Level AA (higher than A) accessibility, both Level A and AA criteria must be conformed to. Finally, for a website at the highest level of accessibility (AAA), all levels must be conformed to in all website elements.
Information checklist
Information checklist Access and Inclusion Resource Kit – January 2014
The state government guidelines recommend that websites should:
at the very least meet the WCAG 2.0 Level A level for accessibility
meet the WCAG 2.0 Level AA for accessibility
ideally meet the WCAG 2.0 Level AA for accessibility to obtain optimal accessibility for all users.
The policy requires state government web content to be accessible for as many people as possible, including people with disability, people living in remote locations and people using alternative technologies such as mobile phones. The policy applies to public facing websites, intranet and extranets. All websites within this scope are to be compliant with the Web Content Accessibility Guideline (WCAG) Version 2.0 Level A (minimum) or Level AA (preferred) by 31 December 2013. The requirement introduced on 1 July 2010 for new and redeveloped websites to be compliant with WCAG Version 2.0 Level A (minimum), continues under this policy. Where agencies have created or redeveloped websites since 1 July 2010 that do not meet this accessibility requirement, then these websites will need to meet the requirement by, at the latest, 31 December 2013. These accessibility requirements are based on the internationally recognised Web Content Accessibility Guidelines developed by the World Wide Web Consortium (W3C). State government agencies must also comply with Public Sector Commissioner’s Circular 2009-02, Website Governance Framework, which ensures a consistent approach to the development and management of state government websites. The framework assists agencies to deliver user-friendly information and services that are aligned to the needs of citizens and business, and ensures that websites project a more unified, positive image of the State Government and the services it provides. The Website Standards and Guidelines suite of documents form part of the Website Governance Framework. Agencies need to comply with the following documents:
Website Principles
Website Standards: Common Website Elements v1.2
Guidelines for State Government Websites
Self-assessment Website Standards Checklist: Common Website Elements
Self-assessment Website Guidelines Checklist. These documents, the Public Sector Commissioner’s Circulars and the Website Accessibility Policy are all available from the Public Sector Commissioner’s website www.publicsector.wa.gov.au or by email [email protected] . The website accessibility requirement for state government websites is set out in the Public Sector Commissioner’s Circular 2011-03 (Website Accessibility) and the associated Website Accessibility Policy.
Information checklist Access and Inclusion Resource Kit – January 2014
Tips to make your website accessible Images
Ensure your images have alternative (alt) text unless they are purely for decorations. For images that are purely decoration such as a bullet point or border, the alt text should be empty or null. For very long or descriptive alt text, the long description attribute should be used (longdesc). Text should be used rather than an image of text, unless the image is part of a logo or brand name.
Check your alt text by putting your mouse over the image and a yellow box should appear with a description of what the image is (unless it is for decoration).
The reason for this is that people with sight impairment listen to alt text to hear what the image represents. Text presented as an image can become unclear when the image size is increased by people, particularly with sight impairment.
Audio and video
Ensure you have subtitles, captions or at the very least written transcripts available with video and audio content.
If there is audio that plays automatically on a website, ensure that these sounds can be paused or stopped by the users.
Check your audio and video has open captions (captions that are available all the time) or written transcripts and that there is a pause or stop on automatic audio on your pages.
The reason for this is that people with hearing impairment read captions and subtitles. Sounds that play automatically with no option to pause or stop can be confusing to people listening to content.
Colours
Ensure there is high contrast between the text presented and the background colour. Make sure that only colour is not used as a prompt to convey information (eg do not say “select the red circle to continue”).
Check your contrast by ensuring that your backgrounds are dark with light text, or vice versa. Use the free tool (Colour Contrast Analyser) available from the Vision Australia website to test your contrast.
The reason for this is low contrast (eg light grey text on white background) makes it difficult for all people to view websites and more so for people with sight impairment. Using colour to convey information is inappropriate for people with colour-related visual impairments.
Information checklist
Information checklist Access and Inclusion Resource Kit – January 2014
Text
Make sure your text can be made larger without affecting the content or function of the page or site. Don’t use images of text just for decorative sake.
Check that your text can be made larger and smaller and the page continues to make sense in Internet Explorer by selecting “View” and then “Text size” and select “Largest”.
The reason for this is that people with vision impairment need to increase the text size of pages to view the information. Text should be text, images of text can be unclear when resized so just use straight text and style as appropriate, unless it is for a logo or brand name.
Links
Check that your links describe where the link is going, what the link is or the purpose of the link. If you link to a document, ensure that you state what type of document it is (DOC or PDF) and the file size.
Ensure that links are displayed correctly (eg use Disability Services Commission not www.disability.wa.gov.au and never “Click here” or “Read more….”). Check documents state their file type and size after the document name in the link.
The reason for this is that people listening to links need to know what the link is or means to choose if they want to go to that destination or open that document. The file size gives people with slow connection the chance to know how long that document may take on their connection.
Navigation and site structure
Make sure all parts of your website are able to be accessed without a mouse and that the reading and navigation order is logical and intuitive including multiple ways of finding information.
Check that the website can be navigated through using “Tab”, “Shift+Tab” and “Enter” keys on the keyboard. Look at pages in a text only browser such as Lynx View to confirm that the site makes sense and appears logically. Things to look for include a site search, site map, related links and basic navigation on your pages.
The reason for this is that people who use keyboard-only or voice-only will not be able to access parts of the website that rely on a mouse click. Badly-constructed sites are difficult to navigate and make it hard for people to find what they are looking for. People use websites in different ways and many pathways to your content creates a more intuitive and navigable website.
Forms – including fields of text entry, buttons and checkboxes
Ensure there are labels immediately next to fields you want people to type in or click on.
Check fields that prompt for an input (eg name, email, comments) have a label next to them which explains what data is to be entered.
Information checklist Access and Inclusion Resource Kit – January 2014
The reason for this is people using assistive technologies need to be able to identify what is to be put in each field and will listen to the instruction or prompt to identify what belongs in that field.
Page time limits and flashing
Make sure pages with a time limit can have the time limit adjusted or turned off. Moving, blinking or scrolling can be used to highlight content so long as it lasts less than three seconds. However, do not put anything in your pages that flashes more than three times in any one second.
Check you have no quick flashing text or time limits imposed on pages. If there are time limits for example before a page changes, ensure there is a control to adjust the time limit or turn it off.
The reason for this is that people take time to look at web pages and imposing changes before the browser is finished can be confusing and frustrating. More than three flashes per second is inappropriate and known to cause seizures.
Creating accessible web content reduces the barriers faced by many people who try to access information and services on the internet. These include people with disability, people in rural and remote areas who have slower internet connections and people using alternative technologies to a computer, such as mobile phones to access web sites.
Using the information checklist This checklist is in two parts. Part 1 consists of the information checklist that was published in the Access Resource Kit in 1996 (updated 2001). Part 2 was added in April 2001 to assist public authorities ensure that their web sites are accessible to people with disability. The web site accessibility checklist included as Part 2 has been developed by the World Wide Web Consortium (W3C), the internationally recognised authority on web content accessibility design. The Disability Services Commission thanks W3C for permission to reproduce this checklist. As the W3C access design guidelines are periodically updated, it is recommended web site designers check the W3C web site www.w3.org/WAI to ensure they are using the most up-to-date list. To access more information, check website design or access tools, checklists and guidelines visit www.w3.org/TR/WCAG . The website accessibility for state government websites is set out in the Public Sector Commissioner’s Circular 2011-03 (Website Accessibility and the associated Website Accessibility Policy). State government agencies must also comply with Public Sector Commissioner’s Circular 2009-02.
Information checklist Access and Inclusion Resource Kit – January 2014
The following key areas are important when completing the information checklist
When completing the Information checklist the following key areas are important:
Is information written in clear and concise language and is it easy to understand?
Is information available in alternative formats such as enlarged print, computer disk, audio tape and Braille on request?
Are alternative communication strategies (such as Better Hearing Counter Kits, telephone typewriters (TTYs) and Auslan sign language interpreters) used to assist people with disability?
Is the physical location of your public information accessible and clearly identified?
Is information distributed using a variety of methods, such as post, newspapers and radio announcements, so that it is accessible to all members of the community?
What additional resources are available to distribute information, for example, facsimile and email?
It is important to recognise that agencies are not expected to produce information in alternative formats such as audio tape or Braille unless requested. Agencies are, however, encouraged to let the public know that information is available in alternative formats on request. For assistance in producing information in alternative formats, please contact the Association for the Blind of Western Australia. If you are unsure about any of the terms used, please refer to the definitions at the back of this checklist.
Information checklist
Information checklist Access and Inclusion Resource Kit – January 2014
Part 1 Information checklist Service: ____________________________________________________________
Information provision 1. List information about this service that is available to the public. This includes
information produced by your agency. (Examples include annual reports, newsletters, directories, maps, opening hours, advertisements and audiovisual material.)
2. List the information provided to the public as part of this service. This includes
information produced by your agency. (Examples include maps, public displays, responses to inquiries, service information, invoices, school and medical reports, policy documents, electoral material, audiovisual material, minutes and application forms.)
Information checklist Access and Inclusion Resource Kit – January 2014
3. Which of the following techniques are used to ensure information is clear and easy to understand? (Please tick)
Printed products (please list)
Short sentences
Clear headings
Pictures and
diagrams
Appropriate definitions
Which of the following are used to ensure that information is clear and easy to read? (Please tick) Clear print
Printed products (please list)
Dark colour print which contrasts with paper
Print size (12+ min)
Preferred font style
On non-reflective paper
5. Are customers advised that written information about this service, or part of this service, is available through the following formats on request? (Please note that it is only necessary to provide information in alternative formats when requested) (Please tick).
Computer disk (specify 3½” floppy or CD-Rom) Yes No
Large print (18 pt)
Audio recording
Braille
Information checklist
Information checklist Access and Inclusion Resource Kit – January 2014
6. How are customers advised of this assistance?
Advertisements (radio/TV/newsletters/paper) Yes No
9. If your organisation does not own a telephone typewriter (TTY), is information provided to staff about the TTY National Relay Service?
Yes No N/A
10. Do videos and films that are produced for this service use open captions or subtitles?
11. Does television advertising for this service include closed captions or supertext? (Closed captions and supertext are accessible to people with impaired hearing through readily
available adaptations to individual television sets.)
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Information checklist Access and Inclusion Resource Kit – January 2014
Information distribution 12. List information about this service that is distributed to members of the public. (Refer
Questions 1 and 2)) ___________________________________________________________________
Information checklist Access and Inclusion Resource Kit – January 2014
Part 2 Introducing the W3C web content checklist
This checklist is reproduced with permission from the World Wide Web Consortium (W3C) – the internationally recognised authority on web content design. As W3C periodically updates web content design requirements and guidelines, it is recommended that web site designers check the W3C website at www.w3.org/WAI to ensure they are using the most up-to-date checklist. For more information on web content design, access tools, checklists and guidelines contact www.w3.org/TR/WCAG .
W3C – Accessible web content design – quick tips
Images and animations Use the alt attribute to describe the function of each visual.
Image maps Use client-side MAP and text for hotspots.
Multimedia Provide captioning and transcripts of audio, and descriptions of video.
Hypertext links Use text that makes sense when read out of context. For example, avoid “click here”.
Page organisation Use headings, lists and consistent structure. Use CSS for layout and style where possible.
Graphs and charts Summarise or use the longdesc attribute.
Scripts, applets and plug-ins Provide alternative content in case active features are inaccessible or unsupported.
Frames Use NOFRAMES and meaningful titles.
Tables Make line-by-line reading sensible. Summarise.
Check your work Validate. Use tools, checklist and guidelines at www.w3.org/TR/WCAG .
Priorities Each checkpoint has a priority level assigned by the W3C Working Group based on the checkpoint’s impact on accessibility. Priority 1 A web content developer must satisfy this checkpoint. Otherwise, one or more groups will find it impossible to access information in the document. Satisfying this checkpoint is a basic requirement for some groups to be able to use web documents.
Information checklist Access and Inclusion Resource Kit – January 2014
Priority 2 A web content developer should satisfy this checkpoint. Otherwise, one or more groups will find it difficult to access information in the document. Satisfying this checkpoint will remove significant barriers to accessing web documents. Priority 3 A web content developer may address this checkpoint. Otherwise, one or more groups will find it somewhat difficult to access information in the document. Satisfying this checkpoint will improve access to Web documents. Some checkpoints specify a priority level that may change under certain (indicated) conditions.
Priority 1 Checkpoints
Yes No N/A
1.1 Provide a text equivalent for every non-text element (eg, via “alt”, “longdesc”, or in element content). This includes: images, graphical representations of text (including symbols), image map regions, animations (eg, 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.
In general (Priority 1):
2.1 Ensure that all information conveyed with colour is also available without colour, for example from context or markup.
4.1 Clearly identify changes in the natural language of a document's text and any text equivalents (eg, captions).
6.1 Organise 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.
6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes.
7.1 Until user agents allow users to control flickering, avoid causing the screen to flicker.
14.1 Use the clearest and simplest language appropriate for a sites content.
Information checklist Access and Inclusion Resource Kit – January 2014
Yes No N/A
And if you use images and image maps (Priority 1):
1.2 Provide redundant text links for each active region of a server-side image map.
9.1 Provide client-side image maps instead of server-side image maps except where the regions cannot be defined with an available geometric shape.
And if you use tables (Priority 1):
5.1 For data tables, identify row and column headers
5.2 For data tables that have two or more logical levels of row or column headers, use mark-up to associate data cells and header cells.
And if you use frames (Priority 1):
12.1 Title each frame to facilitate frame identification and navigation.
And if you use applets and scripts (Priority 1):
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.
And if you use multimedia (Priority 1):
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.
1.4 For any time-based multimedia presentation (eg, a movie or animation), synchronise equivalent alternatives (eg, captions or auditory descriptions of the visual track) with the presentation.
And if all else fails (Priority 1):
11.4 If, after best efforts, you cannot create an accessible page, provide a link to an alternative page that uses W3C technologies, is accessible, has equivalent information (or functionality), and is updated as often as the inaccessible (original) page.
Information checklist Access and Inclusion Resource Kit – January 2014
Priority 2 checkpoints Yes No N/A
In general (Priority 2):
2.2 Ensure that foreground and background colour combinations provide sufficient contrast when viewed by someone having colour deficits or when viewed on a black and white screen (Priority 2 for images, Priority 3 for text).
3.1 When an appropriate mark-up language exists, use mark-up rather than images to convey information.
3.2 Create documents that validate to published formal grammar.
3.3 Use style sheets to control layout and presentation.
3.4 Use relative rather than absolute units in mark-up language attribute values and style sheet property values.
3.5 Use header elements to convey document structure and use them according to specification.
3.6 Mark-up lists and list items properly.
3.7 Mark-up quotations. Do not use quotation mark-up for formatting effects such as indentation.
6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page.
7.2 Until user agents allow users to control blinking, avoid causing content to blink (ie, change presentation at a regular rate, such as turning on and off).
7.4 Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages.
7.5 Until user agents provide the ability to stop auto-redirect, do not use mark-up to redirect pages automatically. Instead, configure the server to perform redirects.
11.1 Use W3C technologies when they are available and appropriate for a task and use the latest versions when supported.
Information checklist Access and Inclusion Resource Kit – January 2014
Priority 2 checkpoints Yes No N/A
In general (Priority 2):
11.2 Avoid deprecated features of W3C technologies.
12.3 Divide large blocks of information into more manageable groups where natural and appropriate.
13.1 Clearly identify the target of each link.
13.2 Provide metadata to add semantic information to pages and sites.
13.3 Provide information about the general layout of a site (eg, a site map or table of contents).
13.4 Use navigation mechanisms in a consistent manner.
And if you use tables (Priority 2):
5.3 Do not use tables for layout unless the table makes sense when linearised. Otherwise, if the table does not make sense, provide an alternative equivalent (which may be a linearised version).
5.4 If a table is used for layout, do not use any structural mark-up for the purpose of visual formatting.
And if you use frames (Priority 2):
12.2 Describe the purpose of frames and how frames relate to each other if it is not obvious by frame titles alone.
And if you use forms (Priority 2):
10.2 Until user agents support explicit associations between labels and form controls, for all form controls with implicitly- associated labels, ensure that the label is properly positioned.
12.4 Associate labels explicitly with their controls.
And if you use applets and scripts (Priority 2):
6.4 For scripts and applets, ensure that event handlers are input device-independent.
Information checklist Access and Inclusion Resource Kit – January 2014
Priority 2 checkpoints Yes No N/A
7.3 Until user agents allow users to freeze moving content, avoid movement in pages.
8.1 Make programmatic elements such as scripts and applets directly accessible or compatible with assistive technologies [Priority 1 if functionality is important and not presented elsewhere, otherwise Priority 2.]
9.2 Ensure that any element that has its own interface can be operated in a device-independent manner.
9.3 For scripts, specify logical event handlers rather than device-dependent event handlers.
Priority 3 checkpoints
In general (Priority 3)
And if you use applets and scripts (Priority 2):
4.2 Specify the expansion of each abbreviation or acronym in a document where it first occurs.
4.3 Identify the primary natural language of a document.
9.4 Create a logical tab order through links, form controls and objects.
9.5 Provide keyboard shortcuts to important links (including those in client-side image maps), form controls, and groups of form controls.
10.5 Until user agents (including assistive technologies) render adjacent links distinctly, include non-link, printable characters (surrounded by spaces) between adjacent links.
11.3 Provide information so that users may receive documents according to their preferences (eg, language, content type etc.)
13.5 Provide navigation bars to highlight and give access to the navigation mechanism.
13.6 Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group.
Information checklist Access and Inclusion Resource Kit – January 2014
In general (Priority 3): Yes No N/A
13.7 If search functions are provided, enable different types of searches for different skill levels and preferences.
13.8 Place distinguishing information at the beginning of headings, paragraphs, lists etc.
13.9 Provide information about document collections (ie, documents comprising multiple pages.).
13.10 Provide a means to skip over multi-line ASCII art.
14.2 Supplement text with graphic or auditory presentations where they will facilitate comprehension of the page.
14.3 Create a style of presentation that is consistent across pages.
And if you use images and image maps (Priority 3):
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.
And if you use tables (Priority 3):
5.5 Provide summaries for tables.
5.6 Provide abbreviations for header labels.
10.3 Until user agents (including assistive technologies) render side-by-side text correctly, provide a linear text alternative (on the current page or some other) for all tables that lay out text in parallel, word-wrapped columns.
And if you use forms (Priority 3):
10.4 Until user agents handle empty controls correctly, include default, place-holding characters in edit boxes and text areas.
Issues and actions
Information checklist Access and Inclusion Resource Kit – January 2014
The preceding checklist identified a number of issues. Where you have answered “No” this may identify areas for consideration. This table is intended to provide a summary of actions that will increase or improve access for people with disability.
Issues Action Responsibility Timeframe for achievement
Provided for in Disability Access and Inclusion Plan (Yes/No)
The actions identified above should be transferred into the Disability Action and Inclusion Plan (DAIP) (where this has not already been done).
