Transcript Accessible Web Content for Instruction Principles Presentation

Accessible Web Content for
Instruction: Principles
10 July 2007
Accessible Web Content for Instruction – Visual
Grammar and Meaning
• Goals
• Learn readily achievable methods to produce accessible
documents that can be produced on any color printer.
(Scope)
• Learn the visual language of documents and how to
express it so machines can read it. (Structure)
• Apply the principles of accessible web design and 508
disability law to instructional materials. (Ethics & Law)
POUR*
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Perceivable
Operable
Understandable
Robust
* The POUR concept as developed by the Web Accessibility Initiative
of the World Wide Web Consortium during the needs assessment
phase for the Web Content Accessibility Guidelines 2.0
Perceivable
• Use of color to convey meaning:
• see old and new (h4) “TEXTBOOKS”
• Section 508 §1194.22(c) Web pages shall be designed so that all
information conveyed with color is also available without color, for example
from context or markup.
• Inline List Structures: see old and new (h2)
“ACCOMODATION”
• Alternative Text: see Jewett & Dick (2006), “Functional
dependencies, subkeys, and lossless join decomposition”
(h2)
• Section 508 §1194.22(a) A text equivalent for every non-text element shall
be provided (e.g., via "alt", "longdesc", or in element content).
Operable
• How do people read a web page?
• Interaction Methods
• Users should be able to find, navigate through,
and interact with web content.
• Proper semantic structure will ensure that users
can effectively interact with your web content.
• Correctly placed headings will divide your document into
logical sections that are easy for anyone to navigate.
Operable
•
View a web page document outline in Firefox
1. Load old into the Firefox browser
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Firefox menu bar choose:
Tools->Web Developer ->Information-> Document Outline
2. Load new into FireFox browser
3. The HTML headings present in new.html create a
page that is sectioned into logical chunks. A screen
reader can list the headings and will allow the user
to navigate to any section easily. This is equivalent
to a sighted person scanning the page.
Operable
• Headings create a navigation system that screen reader
users can use to scan the document.
• View the headings in new
• Firefox menu bar choose:
Accessibility->Navigation ->Headings
• Click on any heading in the dialog box – note how you are taken to
that section of the document.
• Format section information headings using the HTML heading
element.
• Heading elements should not be used to emphasize text that are not
section headings. Text that is emphasized may be formatted using
bold <strong> or italic <em> HTML elements.
Understandable
• Use the clearest and simplest language that
possible for your presentation.
• Preserves meaning when transformed.
• See old and new “Students will demonstrate
knowledge in the following areas:” (h3).
• See new enlarged.
• See a tables in Proper HTML.
Robust
• Users expect the web to work regardless of the
type of browser or assistive device used.
• This is readily achievable by following a simple
process:
• Plan your web document
• Build your document from your plan
• Test your document.
Robust
• Planning
• Create the content – don’t worry about formatting
• Review content and decide
• What are the major sections?
• Which semantic structures will be most effective
for this content: list, table, paragraph?
• Plan your document markup based on your
review using the principles we discussed earlier.
Robust
• Format the document
• Test the document
• HTML validation
• Firefox->Tools->Web Developer->Tools ->Validate
HTML
• Automated accessibility testing
• Firefox->Accessibility->Tools->Cynthia Says
• Manual accessibility testing
• Document Outline, Review Headings & Fangs
Pay Offs
• More understandable document
• You will understand the structure of your
document.
• Easier to edit
• Faster to develop
Pay Offs – changed
• A web document that:
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serves the needs of everyone
is easy to understand
is easy to edit
faster to develop
meets the standards of the 508 law
generally better due to planning process
Hitting the Goals
• Scope – If it can be printed then I can produce it
using readily achievable principles of accessibility.
• Structure – If I use document structures instead of
visual cues to convey meaning then the machines
that assist people with disabilities can faithfully
translate my meaning.
• Ethics and Law – If I do what is right and following
the law I can author instructional material that is
perceivable, operable, understandable and robust
enough for every qualified student to use it.
www.calstate.edu/accessibility