CREATING ACCESSIBLE WEB SITES

Patrick Burke

UCLA Disabilities and Computing Program

Math Science 4909

Phone: (310) 206-6004

Web: www.dcp.ucla.edu

I. Introduction: Who we are and why we're here.

A. HTML began as simple for document structure and hyperlinks. As more representational features were added to emulate the GUI, interface problems with adaptive technology arose.
B. The GUI relies on the mouse-keyboard-monitor interface. Adaptive technology is any device or program that compensates when a user cannot access this interface triad.
C. Some adaptive technology takes advantage of the GUI, while other tools get information from non-visual levels of programs.
D. Web authoring techniques must preserve multiple paths for information to reach the user.

A. The W3C Web Access Initiative has produced accessibility guidelines for Web Content, User Agents and Authoring Tools.
B. Section 508 of the Rehabilitation Act now mandates that Federal technology purchases and new Web content follow similar standards.
C. Universities are already largely covered under Rehab Act Section 504, which requires academic programs and services to be accessible.
d. If Web access is an essential part of daily work or class participation, then there is a compelling case to make Web content accessible.

1. Experimental sites, which cannot currently be made accessible: We advise when new tools or techniques become available.
2. Campus restricted sites: We propose accessible solutions based on Bruin OnLine software and adaptive technology that our office can support.
3. Public sites: If the audience is truly worldwide, then accessible solutions must take all users into account.

B. Collaboration is the key to developing accessible solutions, including tests of proposed changes and ongoing discussion.
C. At the end of a project the DCP provides a written report of proposed or agreed changes to increase accessibility.

A. The most effective approach to accessibility is a design philosophy based on a multipath presentation of information and a non-exclusionary strategy, rather than one focused on visual appearance or the capabilities of an authoring tool.
B. Some specifics:

1. Blinking, scrolling or auto-refreshing content may not be usable by adaptive technology. (Blinking text may trigger epileptic seizures.) Avoid these or warn users before they launch such content.
2. ALT and other text content permit access to graphical information by blind or non-graphic users.
3. Cues other than color allow access by color-blind users.
4. Captions for multimedia assist deaf users.
5. Rollover content should be displayed somewhere for access via keyboard.

C. Ideally it will be hard to tell any visual difference between an accessible and inaccessible page.
D. Usability: Good design practices enhance accessibility (since users must rely on logic when analyzing new content).

A. Tools such as Bobby and A:Prompt offer some ability to streamline an accessibility analysis.
B. Testing with adaptive technology can be effective if one knows how to use all available features.
C. WYSIWYG tools are emerging to help meet Section 508 requirements, but still do not replace human judgment.
D. It is still often critical to use standards checklists and look at code to find the most universally accessible solutions.