diff --git a/ARIA/apg/about/acknowledgements/index.html b/ARIA/apg/about/acknowledgements/index.html index f0982147de2..aefe62c1d19 100644 --- a/ARIA/apg/about/acknowledgements/index.html +++ b/ARIA/apg/about/acknowledgements/index.html @@ -9,13 +9,13 @@ function downloadJSAtOnload() { var element = document.createElement("script"); - element.src = "/WAI/assets/scripts/main.js?1695334672791250891"; + element.src = "/WAI/assets/scripts/main.js?1695518587040985684"; document.body.appendChild(element); } window.addEventListener("load", downloadJSAtOnload, false); - + Acknowledgements | APG | WAI | W3C @@ -535,9 +535,9 @@

Other commenters and contrib - + - + - + ARIA Basics | APG | WAI | W3C @@ -435,9 +435,9 @@

What Are Accessibility Semantics?

- + - + - + Change History | APG | WAI | W3C @@ -422,9 +422,9 @@

- + - + - + Coverage and Quality Reports | APG | WAI | W3C @@ -3287,9 +3287,9 @@

Mouse and Pointer Events

- + - + - + About | APG | WAI | W3C @@ -421,9 +421,9 @@

Coverage and Quality Report

- + - + - + Introduction | APG | WAI | W3C @@ -569,9 +569,9 @@

How the APG is Organized

- + - + - + Related Specifications | APG | WAI | W3C @@ -437,9 +437,9 @@

Informative references

- + - + - + Index | APG | WAI | W3C @@ -1287,9 +1287,9 @@

Examples By Properties and States

- + - + - + ARIA Authoring Practices Guide | APG | WAI | W3C @@ -491,9 +491,9 @@

Mailing Lists

- + - + - + Accordion Example | APG | WAI | W3C @@ -683,9 +683,9 @@

HTML Source Code

- + - + - + Accordion Pattern (Sections With Show/Hide Functionality) | APG | WAI | W3C @@ -480,9 +480,9 @@

WAI-ARIA Roles, States, and Propert - + - + - + Alert Example | APG | WAI | W3C @@ -575,9 +575,9 @@

HTML Source Code

- + - + - + Alert Pattern | APG | WAI | W3C @@ -436,9 +436,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Alert Dialog Example | APG | WAI | W3C @@ -667,9 +667,9 @@

HTML Source Code

- + - + - + Alert and Message Dialogs Pattern | APG | WAI | W3C @@ -442,9 +442,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Breadcrumb Example | APG | WAI | W3C @@ -557,9 +557,9 @@

HTML Source Code

- + - + - + Breadcrumb Pattern | APG | WAI | W3C @@ -431,9 +431,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Button Examples | APG | WAI | W3C @@ -629,9 +629,9 @@

HTML Source Code

- + - + - + Button Examples (IDL Version) | APG | WAI | W3C @@ -628,9 +628,9 @@

HTML Source Code

- + - + - + Button Pattern | APG | WAI | W3C @@ -488,9 +488,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Auto-Rotating Image Carousel Example with Buttons for Slide Control | APG | WAI | W3C @@ -959,9 +959,9 @@

HTML Source Code

- + - + - + Auto-Rotating Image Carousel with Tabs for Slide Control Example | APG | WAI | W3C @@ -1143,9 +1143,9 @@

HTML Source Code

- + - + - + Carousel (Slide Show or Image Rotator) Pattern | APG | WAI | W3C @@ -569,9 +569,9 @@

Grouped Carousel Elements

- + - + - + Checkbox Example (Mixed-State) | APG | WAI | W3C @@ -639,9 +639,9 @@

HTML Source Code

- + - + - + Checkbox Example (Two State) | APG | WAI | W3C @@ -627,9 +627,9 @@

Simple Two-State Checkbox Example

- + - + - + Checkbox Pattern | APG | WAI | W3C @@ -456,9 +456,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Editable Combobox With Both List and Inline Autocomplete Example | APG | WAI | W3C @@ -962,9 +962,9 @@

HTML Source Code

- + - + - + Editable Combobox With List Autocomplete Example | APG | WAI | W3C @@ -956,9 +956,9 @@

HTML Source Code

- + - + - + Editable Combobox without Autocomplete Example | APG | WAI | W3C @@ -898,9 +898,9 @@

HTML Source Code

- + - + - + Date Picker Combobox Example | APG | WAI | W3C @@ -1144,9 +1144,9 @@

HTML Source Code

- + - + - + Select-Only Combobox Example | APG | WAI | W3C @@ -838,9 +838,9 @@

HTML Source Code

- + - + - + Editable Combobox with Grid Popup Example | APG | WAI | W3C @@ -819,9 +819,9 @@

HTML Source Code

- + - + - + Combobox Pattern | APG | WAI | W3C @@ -843,9 +843,9 @@

Note

- + - + - + Date Picker Dialog Example | APG | WAI | W3C @@ -1078,9 +1078,9 @@

HTML Source Code

- + - + - + Modal Dialog Example | APG | WAI | W3C @@ -792,9 +792,9 @@

HTML Source Code

- + - + - + Dialog (Modal) Pattern | APG | WAI | W3C @@ -543,9 +543,9 @@

Note

- + - + - + Example Disclosure (Show/Hide) for Answers to Frequently Asked Questions | APG | WAI | W3C @@ -657,9 +657,9 @@

HTML Source Code

- + - + - + Example Disclosure (Show/Hide) for Image Description | APG | WAI | W3C @@ -794,9 +794,9 @@

HTML Source Code

- + - + - + Example Disclosure Navigation Menu with Top-Level Links | APG | WAI | W3C @@ -800,9 +800,9 @@

HTML Source Code

- + - + - + Example Disclosure Navigation Menu | APG | WAI | W3C @@ -794,9 +794,9 @@

HTML Source Code

- + - + - + Disclosure (Show/Hide) Pattern | APG | WAI | W3C @@ -443,9 +443,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Feed Example | APG | WAI | W3C @@ -621,9 +621,9 @@

HTML Source Code

- + - + - + Feed Pattern | APG | WAI | W3C @@ -514,9 +514,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Advanced Data Grid | APG | WAI | W3C @@ -564,9 +564,9 @@

HTML Source Code

- + - + - + Data Grid Examples | APG | WAI | W3C @@ -1222,9 +1222,9 @@

Example 3: Scrollable Data Grid With Column Hiding

- + - + - + Layout Grid Examples | APG | WAI | W3C @@ -1119,9 +1119,9 @@

Example 3: Scrollable Search Results

- + - + - + Grid (Interactive Tabular Data and Layout Containers) Pattern | APG | WAI | W3C @@ -806,9 +806,9 @@

Note

- + - + - + Patterns | APG | WAI | W3C @@ -702,9 +702,9 @@

- + - + - + Landmarks Pattern | APG | WAI | W3C @@ -447,9 +447,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Link Examples | APG | WAI | W3C @@ -610,9 +610,9 @@

Link 3

- + - + - + Link Pattern | APG | WAI | W3C @@ -432,9 +432,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + (Deprecated) Collapsible Dropdown Listbox Example | APG | WAI | W3C @@ -737,9 +737,9 @@

HTML Source Code

- + - + - + Listbox Example with Grouped Options | APG | WAI | W3C @@ -661,9 +661,9 @@

HTML Source Code

- + - + - + Example Listboxes with Rearrangeable Options | APG | WAI | W3C @@ -863,9 +863,9 @@

Example 2: Multi-Select Listbox

- + - + - + Scrollable Listbox Example | APG | WAI | W3C @@ -656,9 +656,9 @@

HTML Source Code

- + - + - + Listbox Pattern | APG | WAI | W3C @@ -650,9 +650,9 @@

Note

- + - + - + Actions Menu Button Example Using aria-activedescendant | APG | WAI | W3C @@ -773,9 +773,9 @@

HTML Source Code

- + - + - + Actions Menu Button Example Using <code>element.focus()</code> | APG | WAI | W3C @@ -752,9 +752,9 @@

HTML Source Code

- + - + - + Navigation Menu Button Example | APG | WAI | W3C @@ -784,9 +784,9 @@

HTML Source Code

- + - + - + Menu Button Pattern | APG | WAI | W3C @@ -453,9 +453,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Editor Menubar Example | APG | WAI | W3C @@ -1211,9 +1211,9 @@

HTML Source Code

- + - + - + Navigation Menubar Example | APG | WAI | W3C @@ -1240,9 +1240,9 @@

HTML Source Code

- + - + - + Menu and Menubar Pattern | APG | WAI | W3C @@ -626,9 +626,9 @@

Note

- + - + - + Meter Example | APG | WAI | W3C @@ -560,9 +560,9 @@

HTML Source Code

- + - + - + Meter Pattern | APG | WAI | W3C @@ -447,9 +447,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Radio Group Example Using aria-activedescendant | APG | WAI | W3C @@ -693,9 +693,9 @@

HTML Source Code

- + - + - + Rating Radio Group Example | APG | WAI | W3C @@ -714,9 +714,9 @@

HTML Source Code

- + - + - + Radio Group Example Using Roving tabindex | APG | WAI | W3C @@ -685,9 +685,9 @@

HTML Source Code

- + - + - + Radio Group Pattern | APG | WAI | W3C @@ -515,9 +515,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Horizontal Multi-Thumb Slider Example | APG | WAI | W3C @@ -691,9 +691,9 @@

HTML Source Code

- + - + - + Slider (Multi-Thumb) Pattern | APG | WAI | W3C @@ -463,9 +463,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Color Viewer Slider Example | APG | WAI | W3C @@ -739,9 +739,9 @@

HTML Source Code

- + - + - + Rating Slider Example | APG | WAI | W3C @@ -713,9 +713,9 @@

HTML Source Code

- + - + - + Media Seek Slider Example | APG | WAI | W3C @@ -738,9 +738,9 @@

HTML Source Code

- + - + - + Vertical Temperature Slider Example | APG | WAI | W3C @@ -719,9 +719,9 @@

HTML Source Code

- + - + - + Slider Pattern | APG | WAI | W3C @@ -467,9 +467,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Date Picker Spin Button Example | APG | WAI | W3C @@ -756,9 +756,9 @@

HTML Source Code

- + - + - + Spinbutton Pattern | APG | WAI | W3C @@ -484,9 +484,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Switch Example Using HTML Button | APG | WAI | W3C @@ -657,9 +657,9 @@

HTML Source Code

- + - + - + Switch Example Using HTML Checkbox Input | APG | WAI | W3C @@ -615,9 +615,9 @@

HTML Source Code

- + - + - + Switch Example | APG | WAI | W3C @@ -621,9 +621,9 @@

HTML Source Code

- + - + - + Switch Pattern | APG | WAI | W3C @@ -463,9 +463,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Sortable Table Example | APG | WAI | W3C @@ -640,9 +640,9 @@

HTML Source Code

- + - + - + Table Example | APG | WAI | W3C @@ -599,9 +599,9 @@

HTML Source Code

- + - + - + Table Pattern | APG | WAI | W3C @@ -474,9 +474,9 @@

Note

- + - + - + Example of Tabs with Automatic Activation | APG | WAI | W3C @@ -778,9 +778,9 @@

HTML Source Code

- + - + - + Example of Tabs with Manual Activation | APG | WAI | W3C @@ -772,9 +772,9 @@

HTML Source Code

- + - + - + Tabs Pattern | APG | WAI | W3C @@ -521,9 +521,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Toolbar Example | APG | WAI | W3C @@ -1392,9 +1392,9 @@

HTML Source Code

- + - + - + Toolbar Pattern | APG | WAI | W3C @@ -502,9 +502,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Tooltip Pattern | APG | WAI | W3C @@ -444,9 +444,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Treegrid Email Inbox Example | APG | WAI | W3C @@ -887,9 +887,9 @@

HTML Source Code

- + - + - + Treegrid Pattern | APG | WAI | W3C @@ -704,9 +704,9 @@

Note

- + - + - + File Directory Treeview Example Using Computed Properties | APG | WAI | W3C @@ -854,9 +854,9 @@

HTML Source Code

- + - + - + File Directory Treeview Example Using Declared Properties | APG | WAI | W3C @@ -880,9 +880,9 @@

HTML Source Code

- + - + - + Navigation Treeview Example | APG | WAI | W3C @@ -1117,9 +1117,9 @@

HTML Source Code

- + - + - + Tree View Pattern | APG | WAI | W3C @@ -663,9 +663,9 @@

Note

- + - + - + Window Splitter Pattern | APG | WAI | W3C @@ -478,9 +478,9 @@

WAI-ARIA Roles, States, and Properti - + - + - + Grid and Table Properties | APG | WAI | W3C @@ -848,9 +848,9 @@

Indicating sort order with aria- - + - + - + Hiding Semantics with the <code>presentation</code> Role | APG | WAI | W3C @@ -531,9 +531,9 @@

+ - + - + Practices | APG | WAI | W3C @@ -443,9 +443,9 @@

- + - + - + Developing a Keyboard Interface | APG | WAI | W3C @@ -1098,9 +1098,9 @@

Intentional Key Conflicts

- + - + - + Landmark Regions | APG | WAI | W3C @@ -810,9 +810,9 @@

Examples

- + - + - + Providing Accessible Names and Descriptions | APG | WAI | W3C @@ -2186,9 +2186,9 @@

Accessible description calculation

- + - + - + Communicating Value and Limits for Range Widgets | APG | WAI | W3C @@ -724,9 +724,9 @@

Range properties with spin buttons

- + - + - + Read Me First | APG | WAI | W3C @@ -471,9 +471,9 @@

Mobile and Touch Support

- + - + - + Structural Roles | APG | WAI | W3C @@ -607,9 +607,9 @@

All Structural Roles and Thei - + - + - + About Supplemental Guidance | WAI | W3C @@ -391,9 +391,9 @@

+ - + - + All Supplemental Guidance | WAI | W3C @@ -582,9 +582,9 @@

+ - + - + Help Users Understand What Things are and How to Use Them | Cognitive Accessibility Objective | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Users with cognitive and learning disabilities may have trouble with orientation and learning. This can mean people get disoriented in a site. Learning new things and remembering new information is especially difficult for people with cognitive and learning disabilities. They can also struggle or be unable to learn new design patterns. Make controls, icons and elements simple and conventional to help. Make it clear to users what things are and how to use them. This includes clearly indicating the purpose of: a site, section of a site, page, section of a page, and controls. Use headers, labels, and other signposts to help users know the purpose of the page, region, or control. Help users understand how to use controls and elements on each page. Use familiar design patterns, terms, and icons to help users who struggle to remember new designs. Ensure the look, location, and interaction of controls and other elements are familiar and consistent across the site. Show a clear relationship between controls and the content they effect to help users understand the effect of possible actions and reduce potential confusion.","headline":"Help Users Understand What Things are and How to Use Them","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o1-understandable/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o1-understandable/"} @@ -481,9 +481,9 @@

Glossary

- + - + - + Help Users Find What They Need | Cognitive Accessibility Objective | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Users with cognitive and learning disabilities may have trouble finding the content they need. They may also struggle to orient themselves inside the content or task. Users should be able to quickly and easily locate what they are looking for. Use a clear and easy layout to help users navigate the system easily. For example: Make anything related to safety or that the user needs to know easy to identify without reading a lot of text! Provide a clear site structure and hierarchy will help users navigate to the page they need. Make the most important things easy to find in the site and on each page. Use good visual cues (like icons) with clear headings, boundaries, and regions to help users understand the page design. This makes the page navigation easier. Provide a search facility or breadcrumbs to help users find things on the site. Break media into chunks to allow users to easily find sections.","headline":"Help Users Find What They Need","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o2-find/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o2-find/"} @@ -485,9 +485,9 @@

Glossary

- + - + - + Use Clear and Understandable Content | Cognitive Accessibility Objective | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Some users have impaired language skills. More of these users understand content which uses easy to understand language. For example, someone with a language impairment may be able to understand simple sentences and common words. However, complex language with uncommon words may be inaccessible to them. Help users understand the message and purpose of the page by using: easy to understand words, short sentences, simple tense, short blocks of text, unambiguous content, clear images, and easy to understand videos. A good visual layout and small chunks of text makes content easier to understand. Use whitespace and good separation of foreground from background to help comprehension. Also, avoid relying on numerical or mathematical skills.","headline":"Use Clear and Understandable Content","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o3-clear-content/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o3-clear-content/"} @@ -482,9 +482,9 @@

Glossary

- + - + - + Help Users Avoid Mistakes and Know How to Correct Them | Cognitive Accessibility Objective | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Users should be able to avoid mistakes and correct them easily if mistakes occur. It is difficult for many users to complete forms, especially people with cognitive and learning disabilities. A good design makes errors less likely. Users with cognitive and learning disabilities are more likely to make mistakes. This can include entering information incorrectly or accidently touching the wrong control. Help the user notice form errors and make it easy to correct them. Always let users go back and recover if they accidentally touch a control. Completing forms and similar tasks is often overwhelming for people with cognitive and learning disabilities. Many users with cognitive and learning disabilities cannot remember numbers, such as zip or post codes or their social security number. Many users even need to check their phone numbers. This makes entering information slow, and they may need to leave their desks or take breaks. Help them by providing a design that reduces mistakes. Give them the time they need without annoying timeouts and data loss.","headline":"Help Users Avoid Mistakes and Know How to Correct Them","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o4-minimize-mistakes/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o4-minimize-mistakes/"} @@ -473,9 +473,9 @@

Glossary

- + - + - + Help Users Focus | Cognitive Accessibility Objective | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Distractions can prevent users with cognitive and learning disabilities from completing their tasks. Once users become distracted, they may find it difficult to remember what they were doing. Then they can no longer complete their task. This is especially problematic for users with both impaired attention and impaired memory, such as users with dementia. Avoid using any content or elements that distract users or interrupt them. Also, consider removing content the user will find unnecessary. Provide clear headings and breadcrumbs to help users reorient and refocus if they lose focus. Also, help users maintain focus on their task by telling them what information they may need to prepare at the beginning of the task, so that they can collect all required information before starting.","headline":"Help Users Focus","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o5-user-focus/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o5-user-focus/"} @@ -442,9 +442,9 @@

Glossary

- + - + - + Ensure Processes Do Not Rely on Memory | Cognitive Accessibility Objective | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Memory barriers stop many users from using products or accessing help or content. People with any impairment that affects memory or language can find it difficult or impossible to overcome memory barriers. For example, many users have an impaired short-term memory. On average people can remember 7 letters or items at the same time. A person with an impaired working memory may be able to remember one to four pieces of information at the same time (depending on the extent of the impairment). If they need to remember other tasks, such as track what they have done, they are likely to make mistakes.","headline":"Ensure Processes Do Not Rely on Memory","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o6-memory/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o6-memory/"} @@ -466,9 +466,9 @@

Glossary

- + - + - + Provide Help and Support | Cognitive Accessibility Objective | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Support different ways of understanding content. Provide extra help and support such as: graphics, summaries of long documents, icons with headings and links, and alternatives for numbers. Explain choices to help the user successfully complete their tasks. Make it easy for users get help when they run into difficulties and give feedback. If users have difficulty sending feedback, they cannot tell you if they are unable to use the content. You will not know when they are experiencing problems. Some applications depend on user data, such as smart cities. Data from users who cannot use the system can be missing from data driven systems. The problem is worse when they cannot even give feedback about their problems. They become invisible and their needs are not met.","headline":"Provide Help and Support","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o7-support/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o7-support/"} @@ -490,9 +490,9 @@

Glossary

- + - + - + Support Adaptation and Personalization | Cognitive Accessibility Objective | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Many users need products that support adaptation and personalization. Users should be able to use add-ons and extensions as assistive technology. This includes spell checkers, passwords support, support for text-to-speech, and synchronized highlighting of the phrase being read. Personalization can allow the user to select preferred, familiar options from a set of alternatives. Support personalization and simplification when you can. Do not disable add-ons and extensions.","headline":"Support Adaptation and Personalization","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o8-personalization/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/objectives/o8-personalization/"} @@ -443,9 +443,9 @@

Glossary

- + - + - + Make the Purpose of Your Page Clear | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to know the context and purpose of the page. What to Do Help the user know the purpose of the content. Use: a clear title or heading that summarizes the purpose of a page, or other clear signposts that have been tested by users with cognitive and learning disabilities. How it Helps This helps many people, including those with impaired memory and attention as well as anyone who is easily distracted due to age-related forgetfulness</a> and AD(H)D. </p> For example, someone with mild dementia is using online shopping. They get distracted and then when they look at the screen again they have forgotten what they were doing. A clear heading at the top of each page shows clearly what the page is about and what they are doing. In another example, a user with AD(H)D is looking for information in a video. They can tell by the video title that this video has the information they need. </section> More Details Headings clarify the purpose of this specific page. When possible, provide information to help users understand how they got to the page. For example: clearly indicating breadcrumbs on main navigation, highlighting currently selected tab, etc. Examples Use: Page headings that tell the user where they are.","headline":"Make the Purpose of Your Page Clear","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p01-clear-purpose/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p01-clear-purpose/"} @@ -538,9 +538,9 @@

Glossary

- + - + - + Use a Familiar Hierarchy and Design | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to understand my options and the tasks I can perform and I can identify the controls I can interact with to complete actions. (I find it hard to learn new interface design patterns.) What to Do Use common designs that are familiar to most users. This includes: design elements, affordances (visual hints about how to a control), patterns, and the layout and visual hierarchy (arrangement of elements to show the order of importance). How it Helps Many users cannot easily learn and remember new design metaphors. Without these skills, it can be much harder or impossible to locate desired items with which to interact, and to know what interactions may do. Users can feel lost or overwhelmed. Users are more likely to find and recognize common design elements that are repeated often over a long period of use, across many sites. For example, a user with a mild cognitive impairment or dementia, goes to a site to buy a product. They cannot find where to pay for the item that they want. They may think the site does not allow shopping and the site just provides information. More Details Common design elements, affordances, and patterns include: A standard layout and visual hierarchy (arrangement of elements to show the order of importance). Place elements where the user is expecting them. For example, in an English site: search in the top right hand corner in a web site, link to the home page in the top left hand corner, link to “contact us” in the top navigation area, link to the site map in the footer area, and submit button at the bottom of a form. Common design patterns (repeated designs for controls and other elements), such as: WAI-ARIA authoring best practices [[wai-aria-practices-1.2]], patterns used in the most popular sites, very common navigation design patterns and common icons, platform specific (operating system) user interface design for navigation mechanisms and icons, and adaptive user interface design that can be personalized (see above). User interface (design) from a prior version. Allow users to revert back to a prior version of the application with which they are familiar. Links that look like links and buttons that look and act like buttons. For example: underline links with a standard style throughout a page, links generally navigate to a new page, and buttons generally perform an action. Getting Started","headline":"Use a Familiar Hierarchy and Design","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p02-familiar-design/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p02-familiar-design/"} @@ -608,9 +608,9 @@

Glossary

- + - + - + Use a Consistent Visual Design | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to understand my options and the tasks I can perform and I can identify the controls I can interact with in order to complete actions. What to Do Use a consistent visual design across groups of pages. How it Helps Many users take a long time to learn new designs and recognize elements. Once learned, the elements should be used throughout the site. For example, an older user with age-related forgetfulness takes a long time to learn new designs. When they come to a site, the first page takes time to understand, but then they know what to do on the next page. If the next page is different from the first and also difficult to learn, they become tired and make more mistakes. As they move to a third difficult page the cognitive load becomes too much and they cannot complete the task. More Details This includes: Consistent design themes, including heading styles, font choices, icons, colors, visual appearance of controls, buttons and links. Headings with the same structural level have the same font and visual style. Icons, controls, and menu items that have same function and role have the same look and style. State and focus for elements with similar function and roles have the same style across a site. Layout is consistent across blocks of content. This includes the position of interactive elements and navigational controls. Structure of content and style of presenting information is consistent. This includes the organization of blocks of text, icons, images, and bullet points. Getting Started Plan the design for your information before adding content. Think about the colors, font choices, and areas where text and images will appear. Examples Use: Headings at the same level look similar, across the site. A consistent look across the site for controls. For example: Two submit buttons in a web site, both look and function the same way. All selected radio buttons on the site look the same. When an item is tabbed to, it has focus and can be activated. The keyboard focus indicator (outline that shows which element has focus) for all links look the same. A consistent location for common features. For example: The search box is always in the same place in the entire site. Avoid:","headline":"Use a Consistent Visual Design","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p03-consistent-design/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p03-consistent-design/"} @@ -607,9 +607,9 @@

Glossary

- + - + - + Make Each Step Clear | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to recognize where I am in the architecture of the web site, application, or multi-step process, even after I get distracted. What to Do Provide breadcrumbs, a “how I got here” button, or heading to help the user orientate themselves inside a site or task. In a multi-step process, this includes showing: the steps completed, the current step, the steps pending, and any important choices. How it Helps This pattern helps a user who loses focus, forget what they are doing or gets distracted reorient themselves to their current activity. Clearly indicating the current location and progress helps the user continue after they lose focus without reading a great deal of content or restarting. Providing information about the steps that need to complete a task helps users determine if they can successfully finish the task. This is especially important for users who often find processes difficult to complete. Examples include: Someone with early stage dementia is interrupted in their task or loses focus and then cannot remember what they were doing. By seeing the bread crumbs they can remind themselves where they are and continue their task. Someone with an attention disability gets distracted and then needs to pick up where they left off. Someone with a processing difficulty is not sure if this application has too many steps and if they will manage. By seeing they are half-way through they can gauge if they can cope with the entire process. Examples Use: Breadcrumbs that indicate the current step in the process, important choices, as well as past and future steps. Headings that clarify exactly were the user is inside the content. A “how I got here” button. When the user clicks the button they receive orientation information about: the page, how they got here, and where they are inside the content. Avoid:","headline":"Make Each Step Clear","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p04-clear-steps/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p04-clear-steps/"} @@ -555,9 +555,9 @@

Glossary

- + - + - + Clearly Identify Controls and Their Use | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to understand my options and the tasks I can perform and I can identify the controls I can interact with in order to complete actions. What to Do Use a clear and recognizable design for controls. Make it clear what elements are controls and how to use them.","headline":"Clearly Identify Controls and Their Use","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p05-clear-controls/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p05-clear-controls/"} @@ -615,9 +615,9 @@

Glossary

- + - + - + Make the Relationship Clear Between Controls and the Content They Affect | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to know how to use all the controls and the effects of each action. What to Do The relationship between controls and affected content should be completely clear and unambiguous. This can be achieved through: visually grouping controls with the content they relate to, including controls within the region they affect, using clear dividers or white space between regions in a page that may have separate controls or a scroll bar, avoiding multiple or nested scrolling areas. How it Helps If a control on a page operates only on part of the page, it can be hard to tell what it will affect and what it will not. Users may try the wrong control. Many users will try again, and discover the correct control or scrollbar. However, many people with cognitive or learning disabilities may not be able to work out what to do. Others will feel cognitive overload, and stop as a result. They may assume the application is broken, or that it is too complicated for them. For these users, the application will not be usable. Clear borders and groupings on the page can help indicate what element the control effects. Having a border or other visual cue around the controls and the relevant section can help make it more understandable. Check with user testing that users with cognitive and learning disabilities find all the page relationships clear and quickly know how to use the controls. Testing is essential when the controls cannot be in the area they affect. For example, consider a user living with dementia trying to work out which scrollbar to use for embedded scrollable regions. When they try the wrong scrollbar, they do not get the effect they desire and their content may seem to disappear. More Details Separate Interactive Elements. For example: Do not have two scroll bars close together. Some users may find it difficult to determine which one to use with a particular section of content. Instead: use clear visual layout and placement of the scroll bars, break the content into two separate pages, or consider removing unnecessary information from the page. Associate elements and their controls. Place interactive elements like scroll bars and buttons close to the content they can impact. Keep interactive elements further from content to which they do not apply. (This makes it easier to identify which elements will impact each section of content.) Use dividers. Examples of clear dividers include high contrast borders or white space. A change in background color can be a clear divider if the contrast is strong enough. Help the user see the right control. Use large clear buttons and scroll bars. Examples Use: Controls clearly associated with the section they control. Place the control inside the section, and have clear borders around the section. Label the controls to match the section heading. For example: On a library site, a search box for the whole site is located in the upper right of the site’s main navigation. A second search box searches the library catalog. It is located within a section with a clear border, different background color, and a heading “Library Catalog”. The go button reads “search catalog”. A page needs a scrollbar for one section. The scrollbar look like it is inside the section.","headline":"Make the Relationship Clear Between Controls and the Content They Affect","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p06-control-actions/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p06-control-actions/"} @@ -612,9 +612,9 @@

Glossary

- + - + - + Use Icons that Help the User | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to know what features and content are on this page or if I should move on. What to Do Add familiar icons, images, and symbols to important content such as controls and section headings. Each icon or symbol should convey a single meaning and be next to the content it relates to. How it Helps People who have language comprehension, learning, or reading difficulties may rely on symbols to understand content and navigate to content they need. Symbols also help people who struggle with language and attention to navigate content, including media. For example, a person with aphasia, has the intellectual ability to understand concepts, but struggles with language. They may be dependent on the use of symbols to browse pages for information. It can also help the elderly population who can find cluttered pages with dense text hard to read on a screen. Clear symbols, icons, and images that act as signposts to the text content can be very helpful. More Details Use clear and unambiguous icons or symbols that are easy to see and enlarge. Be aware of cultural differences. In left-to-right languages, when adding a few icons or symbols to a page place the image to the left of the text. When adding multiple symbols to a paragraph or section of text, place the symbols above the text. Use personalization semantics such as [[personalization-semantics-1.0]] to help the user load familiar symbols. Getting Started Use common icons that the user is likely to understand.","headline":"Use Icons that Help the User","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p07-icons-used/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o1p07-icons-used/"} @@ -534,9 +534,9 @@

Glossary

- + - + - + Make it Easy to Find the Most Important Tasks and Features | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to find it easy to identify the content that I need, and do not need. Information I need to know and important information stands out, or is the first thing I read and does not get lost in the noise of less important information. What to Do Make important tasks and features on the site stand out and easy to find. This includes: On the home page, calling out key tasks for the web site. Using call out boxes or sections of the home page for these tasks and features. Giving the most important tasks/features visual weight. Placing the tasks/features towards the top of the page so the user does not have to scroll to see them. Placing the tasks/features toward the top of the content so assistive technology finds them quickly. Providing useful headings for each key task or feature. Including key tasks at a top level of the main navigation. How it Helps People with impaired executive function, impaired memory, and other cognitive and learning disabilities may have difficulty determining what they can do on a site. By calling out important tasks and features, people can more quickly determine whether the site will meet their needs.","headline":"Make it Easy to Find the Most Important Tasks and Features","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p01-site-important/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p01-site-important/"} @@ -581,9 +581,9 @@

Glossary

- + - + - + Make the Site Hierarchy Easy to Understand and Navigate | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to easily understand, navigate, and browse both the site and page structure. What to do Make it easy to understand and use the site hierarchy and the menu structure. This includes: Think about the topics covered in your content. Then organize the site into logical, cohesive sections. Use the site organization in the main menu structure. Create sub-menu items that are clearly and logically associated with the main menu items under which they fall. It should be easy to know that sub-menu items are there and how to get to them. Users should guess correctly, the first time, where to find sub menu items. Make it easy to identify: the site organization, the menu and content structure, that there are sub-menus and, if there are sub-menu items, how to reach them. How it Helps Users often become confused and lost when they do not understand the visual hierarchy of the site, menus, and structure. Clear sub-menus and a well-defined structure will help the user know what is on the site and how to find it. Users often are confused when: organization is unclear, menu terms are hard to understand, and menus and sub-menus are hard to find.","headline":"Make the Site Hierarchy Easy to Understand and Navigate","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p02-site-structure/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p02-site-structure/"} @@ -661,9 +661,9 @@

Glossary

- + - + - + Use a Clear and Understandable Page Structure | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to easily understand, navigate, and browse both the site and page structure. What to Do Carefully design the layout of the page. Make sure it has a clear structure and hierarchy so that it is easy to understand. This can be achieved by: organizing the page content into logical sections, clearly differentiating regions using dividing lines, whitespace, and background colors, providing headings and other visual cues to indicate the structure and purpose of the regions, making any relationship between regions of the page clear, and using visual indicators to help people understand: structure and relative importance of the page content, the grouping and association of items, and when items have a different purpose to surrounding information. How it Helps","headline":"Use a Clear and Understandable Page Structure","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p03-page-structure/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p03-page-structure/"} @@ -634,9 +634,9 @@

Glossary

- + - + - + Make it easy to find the most important actions and information on the page | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to reach important information and the controls I need without scrolling or carrying out other actions. They are not hidden or off screen. What to Do Make key content visually stand out. Key content should be visible to users without needing to scroll the page or hover over content. This includes: critical tasks and the controls needed to complete them, interactions for critical features (e.g. login forms, send buttons), and important information (e.g. health warnings or information that can affect safety). How it Helps Slow readers, people with impaired executive function, impaired memory, and other cognitive and learning disabilities may not be able to find the information and features on a page. For example, content that requires a lot of reading or the use of the scroll bar or pointer hovers may be hard to find. Other users cannot find content that requires paging through different screens Users who are unfamiliar with the page (or common design patterns) may rely on prominent visual styling aids to find important information. A clear heading structure can also help with this by reducing what needs to be read. For example, an elementary school publishes a weekly newsletter with stories, activities, and important announcements. One important announcement is that school will end early one day. The newsletter has less important information before the early school dismissal, and does not have a warning symbol next to the important information. A parent who reads slowly may need to stop before the important information and does not find out that the school is ending early one day. The parent is not home for the child on time. In another example, a user is writing a comment, but the send button is not visible when the focus is on the text area. As a result, she cannot see how to send her feedback. The company will then not receive any feedback from groups who unable to find the feedback button. More Details The amount of page visible before scrolling is dependent on a wide range of factors such as physical device size and resolution. Where possible, use site statistics to understand what technology users are using. Keep this in mind when designing the page. Consider the most constrained user experience first (e.g., a 240px wide mobile phone) and then design upwards from there. This will account for the widest range of scenarios. Adopting responsive development practices can improve the flexibility of the page for more devices and situations. Getting Started Make it easy to find the most important things on the page. Identify key content and its placement early in the design process. Space at the top of the document is most likely to be visible to users without scrolling. Place key content at the top of the page to give the best experience to the widest range of users. Examples Use: Important controls and features that are visible without the need to scroll the page. Important controls, such as a submit button, that stand out from less important links and buttons. Critical information (such as information about health and safety) that is highlighted and visible without scrolling. Critical information that visually stands out from other less important information on the page. Avoid: Important information, controls, or features that the user cannot find straight away. For example: Warnings about user safety that are not visually distinct and above the fold.","headline":"Make it easy to find the most important actions and information on the page","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p04-page-important/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p04-page-important/"} @@ -600,9 +600,9 @@

Glossary

- + - + - + Break Media into Chunks | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to easily navigate to what I want, take breaks and easily jump back a step if I do not follow or get distracted. What to Do Provide a logical organization and structure that is easy to navigate. Divide long pieces of media into segments that are: logical, short, labeled, easy to identify, and easy to reach or jump to. How it Helps Using a clear, logical structure, with headings allows users to orient and navigate through the content easily even if they get distracted or lose focus. This is particularly important for people with an attention impairment. Providing short logical segments help users find and focus on a specific topic. If the user loses concentration they can find their place in the material and start again from the last point that they remember. This is especially important for educational content or instructions. Chunking media also allows for each segment to be given a unique URI. It can then be easily referenced and shared. For example: Some videos can be naturally organized into chapters or segments. A podcast can be split into segments rather than a single one-hour recording. More Details Six minutes or less: Media should typically be divided into segments that are 6 minutes or less in duration. Navigable: Provide navigation to each media segment, and a unique, descriptive label. Logical order: Present the links to media segments in a logical order. Exception: Media that has no logical breaking points, do not need to be subdivided. Note that if a transcript is available, it should be easy to find and navigate. Examples Use: Media that is divided into short logical segments. Each section is labeled and easy to get to. For example: A 30-minute video is divided into 5 sections, each with a descriptive link to play from that point onwards. Avoid:","headline":"Break Media into Chunks","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p05-chunked-media/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p05-chunked-media/"} @@ -530,9 +530,9 @@

Glossary

- + - + - + Provide Search | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to be able to find features and content easily. What to Do Provide a friendly search capability. Ideally search should include: autocomplete, grouping of results when appropriate with headings for each group, ability to easily find previous searches, and spell-checking. How it Helps Having a search capability allows users to find the content they need even if they cannot use the site menus. A user can learn how to use search and reuse that skill on many sites. Menu systems and most site navigation require the user to understand the menu categories. Users with impaired executive function may be unable to identify the correct categories. In some cases, users know the correct category via memory, rather than logic. For example, most users remember that the print function is often found under the file menu. Users with impaired memory may not be able to find these menu items based on recall. Users with impaired short-term memory, age related forgetfulness, or who are easily distracted may also find navigating a site and going to many pages to look for content difficult. If it takes too long they may lose focus and forget what they are looking for. Search is most useful when it corrects misspellings, finds appropriate or related content, and provides suggested auto-corrected versions of the search terms. If there are many results from related topics, it helps if search results are presented under the appropriate heading and categories. This helps the user find the search results they are looking for. More Details Search is less important on small sites where every page is no more than two clicks away from the main page. Examples Use: Search with spell check or suggested terms. Avoid: Search that presents many results that are not grouped or ordered by their relationship to the original request.","headline":"Provide Search","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p06-search/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o2p06-search/"} @@ -505,9 +505,9 @@

Glossary

- + - + - + Use Clear Words | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to understand the language used, including vocabulary, syntax, tense, and other aspects of language. What to Do Use common and clear words in all content. Look at the most common 1500 words or phrases. These are the terms that people with severe language impairments are most likely to know. Remove unnecessary or vague words (such as: “and so forth”). Remove or explain uncommon acronyms, abbreviations, and jargon. Do not invent new words or give words new meanings in your application. Do not expect people to learn new meanings for words just to use your content. If you must create new terms, make sure the user has access to an explanation within one click or event. How it Helps This benefits many people such as those with language impairments, processing difficulties, or a memory impairment. Using uncommon words can make text and media difficult to understand. People with language impairments often have a reduced vocabulary. Learning new terms is a very slow, difficult process. For other groups, such as people living with dementia, learning new terms is not realistic or possible. Using uncommon words, that they do not already know, will make the content incomprehensible (unable to be understood) and unusable. For example, someone with mild dementia is trying to turn on an ICT heating and air conditioning unit. The menu item for selecting heat or air conditioning is labeled “mode”. The user cannot use the whole unit because of this one term. This type of design has caused emergencies such as hypothermia. Using common words and terms, with their most common meanings will help avoid these problems. See our developer resource page for pages of common words and related resources. More Details When using uncommon words, provide an explanation by: adding a simple language term in brackets next to it, providing a pop up definition, or","headline":"Use Clear Words","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p01-clear-words/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p01-clear-words/"} @@ -609,9 +609,9 @@

Glossary

- + - + - + Use a Simple Tense and Voice | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to understand the language used, including vocabulary, syntax, tense, and other aspects of language. What to Do Use the tense and the voice that is easiest to understand. In English, this is usually the present tense and active voice. Speak directly to the user, and use the simplest form of verbs and sentence structure. Use local plain language guidance to find the tense and the voice that is easiest to understand in different languages. How it Helps Using simple tense and voice benefits many people such as people with language impairments, dyslexia, or a memory impairment. For example, more people will understand “press the on button” (present tense and active voice) than “the on button should be pressed.” (passive voice). Active voice makes it clear who is supposed to take action. For example, “It must be done.” is passive voice ad does not say who must act. “You must do it.” is active voice and clearly states who has the action. Putting the aim of the sentence at the beginning can also make English sentences easier to follow. Local language experts may have additional linguistic advice that helps make content easy to understand. More Details Use other voices or tenses when they will be easier to understand or friendlier. In languages where present tense and active voice do not exist or are not the clearest option, use the tense and the voice that are easiest to understand. If you are writing about past or future events, do not use the present tense. It will be confusing. Examples Use: Simple tense and language. For example: “Your stocks went up this month.” Avoid: Complex language and tense. For example: “Over the last month, we saw your stocks increasing.”","headline":"Use a Simple Tense and Voice","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p02-simple-tense/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p02-simple-tense/"} @@ -541,9 +541,9 @@

Glossary

- + - + - + Avoid Double Negatives or Nested Clauses | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to understand the language used, including vocabulary, syntax, tense, and other aspects of language. What to Do Use a simple sentence structure. This includes: do not use a double negative to express a positive, and do not use clauses inside clauses. How it Helps Simple sentence structure benefits many people, including those with language impairments, dyslexia, or a memory impairment. Both double negatives and nested clauses can be confusing. For example, more people will understand “You must get the agency’s approval before we can answer your claim”, rather than “No approval of any claims can be achieved without the agency’s approval.” Simple language allows more people to understand. For example, a person with early stage dementia can manage their own affairs when the language is clear and understandable. Examples Use: Short text without double negatives. For example: “Write clearly”. Avoid:","headline":"Avoid Double Negatives or Nested Clauses","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p03-double-negatives/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p03-double-negatives/"} @@ -531,9 +531,9 @@

Glossary

- + - + - + Use Literal Language | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to understand the meaning of the text. I do not want unexplained, implied or ambiguous information because I may misunderstand jokes and metaphors. What to Do Use literal and concrete language. When possible, use concrete terms and examples that refer to objects or events that you can see, hear or touch. Do not use metaphors and similes unless you include an explanation. How it Helps Many people do not understand non-literal content. For example, an autistic person may not understand jokes and similes. Sometimes instructions have jokes and similes to make the content friendlier. However, this confuses the user who now cannot do her job as needed. You can explain any non-literal language by: adding a simple language term in brackets next to any non-literal text such as metaphors and similes, providing a pop up definition, or using supported markup (such as personalization semantics [[personalization-semantics-help-1.0]]). In non-text media, explain non-literal content as part of the media or include it in a separate file or track. See best practices. More Details Make sure the meaning remains clear when you replace non-literal text with literal text. Check this when providing literal text in a popup or other alternative. Getting Started Start by putting clear literal text on headings, labels, navigational elements, instructions, error messages, and any content that may affect the user’s rights or wellbeing. This will increase the usability in critical places without changing your writing style. Example Use: Literal text and concrete language. For example: If you are experiencing anxiety disorders before starting take a deep breath, tell yourself you can do it and get started. Anxiety can include nervousness, fear, dizziness, or shortness of breath. Avoid: Non-literal text. For example: If you are experiencing cold feet before starting, take a deep breath and jump in.","headline":"Use Literal Language","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p04-literal-language/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p04-literal-language/"} @@ -557,9 +557,9 @@

Glossary

- + - + - + Keep Text Succinct | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to understand the language used, including vocabulary, syntax, tense, and other aspects of language. What to Do Use short blocks of text This includes: Keep paragraphs short. Have only one topic in each paragraph. Try to have the aim of the paragraph or chunk at the beginning. Use short sentences. Have only one point per sentence. Use bulleted or numbered lists. Use short descriptive headings. How it Helps Chunking text content makes it easier to read and understand. This helps people with learning or cognitive disabilities related to processing speed or language. People with a memory impairment or anyone who is easily distracted will also benefit. Chunking is also helpful to anyone who is multitasking. Try to put the aim or purpose at the beginning of each chunk or paragraph. For example, a graduate student with AD(H)D may need to teach themselves a new software skill. The software documentation is broken up into short paragraphs and lists by topic. The student finds the documentation easy to read and understand. More Details What is a short paragraph? In English, if you have a paragraph of more than 50 words, try breaking it up into two paragraphs. How can I avoid writing a sentence with more than one point? Sentences that have more than one point usually have more than one linking word such as “and” or “but”. Can a long sentence ever be clearer than two short sentences? Double-check if a long sentence is clearer than two short sentences. Do usability testing to see if people with cognitive and learning disabilities find the long sentence easier to understand. When should I use lists? Lists are great when you have three or more things in a row. Think about using an unordered list (with bullet points) for items, requirements, and exceptions. A series of three or more steps is easier to follow as a numbered list. Examples Use: Short chunks of text. For example: Calgary will have a lot of snow and hail this weekend. Try not to drive. If you must drive: Use the rules for driving in winter to keep safe. Before you leave, check what roads are safe at the Traveler’s Information web site. Avoid: Long chunks of text. For example: DOTD Issues Winter Weather Travel Advisory for Calgary. With the possibility of snow and rain in the forecast throughout the holiday weekend, the Department of Transportation and Development (DOTD) announced that department staff is prepared to deal with winter weather. Maintenance forces will be on standby to apply sand and salt over any affected bridges and roadways, to remove fallen trees from the roadway, and to close any roads as needed. Interim Secretary Jane Doe urges motorists to take the threat of winter weather seriously. “In the event of adverse weather conditions, the department will strive to maintain access to highways and interstates; however, we encourage the motoring public to avoid traveling during snow and ice, if at all possible,” said Doe.","headline":"Keep Text Succinct","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p05-succinct-text/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p05-succinct-text/"} @@ -574,9 +574,9 @@

Glossary

- + - + - + Use Clear, Unambiguous Formatting and Punctuation | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need words to include accents, characters, and diacritics that are necessary to phonetically read the words. What to Do Use punctuation and format for text, numbers, and symbols that reduce ambiguity and improve readability and comprehension. How it Helps For some readers, decoding words, numbers, and symbols does not happen automatically and can be demanding on working memory and executive functions. If they find content too demanding they are at risk of losing its meaning. Some users may use assistive technology or personalization tools to help understand content such as text-to-speech that reads aloud the content. However, sometimes the punctuation or format makes it more likely that the screen reader will read it incorrectly. For example, Roman numerals may be read as text. A user with a learning disability may be unable to manipulate letters, numbers, and words to correct mistakes that occur because of formatting or punctuation errors. They also need to focus on understanding the meaning of the content in order to use it. For example, a user with a communication disability may listen to content using text-to-speech. If the content is phrased correctly, they can understand it. Sometimes they hear content read incorrectly or skipped, particularly numbers and symbols, and they cannot understand it. If text, numbers or symbols are in an unfamiliar layout, the user may become confused. In contrast, a blind person listening to the content, is likely to be able to figure out the correct meaning even when words are not pronounced correctly. However, the word manipulations necessary to work out the correct meaning are not achievable by someone with a communications or language impairment. More Details Use language tags. Language tags are the key means to achieve the goal of unambiguous text formatting. See HTML [[HTML]] language tags and BCP 47 Language Codes. Use punctuation correctly for the language you are writing in, as it will affect how the stress and intonation (known as prosody) patterns from the text are heard, when converted into speech. For example, in English, commas and semicolons will result in a short pause in the speech, whereas a hyphen - will generally be ignored. Question marks, exclamation marks, and speech marks can result in changes in intonation, such as a rise in the pitch of the voice. Avoid the use of Roman Numerals and unfamiliar symbols in text where possible. These can confuse readers and are likely to be read incorrectly by text-to-speech tools. If these symbols are necessary then ensure they are marked up correctly, using techniques such as MathML and abbreviation expansions to provide additional support. Roman Numerals should be presented in upper case if used in isolation as they are likely to be read as individual letters. Long numbers may be read as single digits or phrased as a single number. This is a particular problem for phone numbers or zip codes. While it is difficult to control exactly how these numbers are read aloud, content creators can help by: Displaying the content of the number and using HTML semantics to ensure users and assistive technologies are aware of the number’s purpose. In addition, the following recommendations can assist with improving text-to-speech rendering: For phone numbers, use the correct layout for the locality of the phone number and ensure users can select the whole phone number (including area code), so that text-to-speech voices can recognize the format and phrase it correctly. For Zip / Postal codes, include state or address information close to the number so that speech voices can expand known abbreviations (such as state names) and listeners can perceive the context. When writing long numbers, consider what separators will be familiar to your readers and how it will be read aloud. In general, English speaking countries will use commas between thousands and a period as the decimal separator whereas German and other European countries do the opposite. For example, 1,245 would represent one thousand two hundred and forty-five in English, but one point two four five in German. Text-to-speech output will assume the separators are being used in the format of the language of its voice. If this does not match the content, then listeners can become easily confused. While replacing thousand separators with a space has become a common convention to avoid confusion, it leads to difficulties with text-to-speech with long numbers being read out in a disjointed fashion. For example, 120 034 943 can be read as one hundred and twenty, zero three four, nine hundred and forty-three. Examples Use: Dates that can be read and understood in any culture. Consider how you write dates, because once again the text-to-speech will use the format associated with the language of the voice. A date such as 04/03/2019 will be read as “April 3rd 2019” by a US English voice and “4th of March 2019” by a British English voice. Writing out the month in words can avoid confusion. Avoid: Dates and numbers that are not clear or read differently based on culture.","headline":"Use Clear, Unambiguous Formatting and Punctuation","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p06-format-punctuation/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p06-format-punctuation/"} @@ -609,9 +609,9 @@

Glossary

- + - + - + Include Symbols and Letters Necessary to Decipher the Words | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need words to include accents, characters, and diacritics that are necessary to phonetically read the words. This is often needed for speech synthesis and phonetic readers in languages like Arabic and Hebrew. What to Do Include vowels, letters, or diacritic marks that users need to decipher words correctly. This is often needed in languages like Arabic and Hebrew. How it Helps Some languages, such as Hebrew and Arabic, have optional vowels and diacritic marks. Without these marks, most words with the same characters have between two (Hebrew) and seven (Arabic) different ways of being pronounced with different meanings. Most readers can read the word based on the context, and use their visual memory to guess the correct pronunciation. People with impaired visual memory, slow readers, and text-to-speech may often guess the incorrect term or pronunciation.","headline":"Include Symbols and Letters Necessary to Decipher the Words","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p07-symbols-letters/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p07-symbols-letters/"} @@ -557,9 +557,9 @@

Glossary

- + - + - + Provide Summary of Long Documents and Media | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need an easy to understand, short summary for long pieces of content or an option for an Easy to Understand version. What to Do Provide a brief summary for a long document and media. Emphasize any important keywords to help people understand the purpose and content of the document, and determine if it might contain information they need. Summaries should use common words, short sentences, and be written in an easy to understand style and tense. How it Helps Providing an easy to understand summary helps many people to quickly decide if the content is relevant to them and their current goal. A high level outline in a few sentences or bullet points is most effective. Abstracts and executive summaries are usually much longer and more detailed as they are designed to summarize the entire document. For media, summaries help users with short attention span find the exact file they need and jump to correct content. All media files should have a summary description. More Details Provide a text summary that can be understood by people with lower secondary education level reading ability. In pieces of content with less than 300 words, headings can act as a summary. Summaries of each segment should include the main points from the content. Users should be able to use the summary to uniquely identify the content and know what it will contain. Examples Use: Short summaries with bullet points that clearly state the main points. Avoid: Long texts, documents, or media without summaries. Unclear summaries. For example: In multimedia, the segments are summarized as Chapter 1, part 1. Chapter 1, part 2, etc.","headline":"Provide Summary of Long Documents and Media","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p08-summary-provided/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p08-summary-provided/"} @@ -542,9 +542,9 @@

Glossary

- + - + - + Separate Each Instruction | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need short boxes or chunks of content or sections What to Do In instructions, separate each step. State each step clearly. This includes: including all steps, even those you think are “obvious”, using numbers and lists can also help, providing complex instructions in an if/then table, which can be easier to follow, or using friendly graphics can help make instructions less scary. How it Helps Step-by-step instructions benefit many people such as people with language impairments, processing difficulties, or a memory impairment. For example, a person with an impaired working memory cannot hold onto many pieces of information at the same time. They are more likely to make mistakes if they need to remember what they are doing, divide the steps, and track what they have done. When instructions are clearly separated and laid out, they can follow them without making mistakes. Examples Use: Bullet points to separate each step. An if/then table to separate steps based on conditions. For example: If Then If you want to work in programing: Make a resume. Get some sample code that you wrote. Send them to programing@example.com. If you want to work in design: Make a resume. Get some sample pages that you designed. Send them to design@example.com.","headline":"Separate Each Instruction","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p09-separated-instructions/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p09-separated-instructions/"} @@ -544,9 +544,9 @@

Glossary

- + - + - + Use White Spacing | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need a good use of white space, so that the chunks are clear and the page does not get overwhelming. What to Do Put white space around objects and text, including boxes, paragraph headings, and content, so that each section is clearly separated. How it Helps White space (also called negative space or the background color) reduces clutter and provides definition to content. This gives the viewer a clear overview of a web page. It is used by designers to enhance text and the position of objects on a page. Using white space aids navigation through a page and helps people read it. It can help the user find important elements on a page. For those with cognitive and learning disabilities, white space has been shown to ease reading difficulties and improve understanding of content. Make sure users can also adjust the amount of white space around objects and text via a web extension or user setting. This supports the ability to identify important elements in the content of a web page. More Details Use clear spacing between letters, words, sentences lines, paragraphs, and blocks of text. Allow for the ability to easily adjust white space around objects and text, including boxes, paragraph headings, and content, to a degree that suits the user and does not disrupt the overall integrity of a web page. Do not add so much white space that important content cannot be seen above the scroll. Note that “white space” is a term that means the background color. It does not always need to be always white! Examples</h2> Use: White space around separate sections of the content. Avoid: Dense pages. </section>","headline":"Use White Spacing","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p10-whitespace/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p10-whitespace/"} @@ -562,9 +562,9 @@

Glossary

- + - + - + Ensure Foreground Content is not Obscured by Background | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to easily perceive the content, for example: Text is clear because the background is plain. Media does not have distracting background noise. What to Do Do not overlay words on busy backgrounds. Provide an option to remove background noise behind auditory content or ensure background sounds do not interfere with the main auditory content. For text: Use solid backgrounds for blocks of text. Use thick outlines with solid fills for text that is overlaid on background that has designs running through it. Use strong color contrast.","headline":"Ensure Foreground Content is not Obscured by Background","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p11-unobscured-foreground/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p11-unobscured-foreground/"} @@ -587,9 +587,9 @@

Glossary

- + - + - + Explain Implied Content | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to understand the meaning of the text. I do not want unexplained, implied, or ambiguous information because I may misunderstand jokes and metaphors. What to Do Provide definitions or explanations for implied or ambiguous information such: body gestures, emotions,","headline":"Explain Implied Content","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p12-implicit-explained/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p12-implicit-explained/"} @@ -600,9 +600,9 @@

Glossary

- + - + - + Provide Alternatives for Numerical Concepts | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need words rather than numbers and numerical concepts. Provide alternatives for numbers and numerical concepts. What to Do</h2> Provide alternatives for numbers and numerical concepts. </section>","headline":"Provide Alternatives for Numerical Concepts","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p13-numerical-alternatives/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o3p13-numerical-alternatives/"} @@ -549,9 +549,9 @@

Glossary

- + - + - + Ensure Controls and Content Do Not Move Unexpectedly | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to know where things are. Controls and content do not move unexpectedly as I am using them. What to Do Make sure controls and content remain in place and do not move, unless the user initiates the movement. A user may initiate a movement by triggering an action or by altering a property of the device, such as window size. This can usually be achieved by: ensuring controls and content do not move about as the page loads or refreshes, displaying a clear “loading” indicator if content moves or changes during a page load, not updating or moving content, such as an item’s position in a list, unless the user causes it. How it Helps If a control moves, users with slow hand-eye coordination or impaired cognitive processing speed may hit the wrong control. This causes unwanted actions and errors. The user may experience disorientation, confusion or even incorrect understanding of the content. For example, a user moves to press a button on a video. The user accidentally nudges the device. The orientation changes to landscape and the control moves. Because the user has slow eye tracking or hand-eye coordination, they end up pressing a link to a new video. Shifting controls and content can also cause cognitive overload and increase mental fatigue. For example, as a user with Traumatic Brain Injury reads content, the content refreshes and an additional article appears above the current content. The article the user is reading moves down. The user becomes disoriented and the application becomes very hard to use or understand. More Details Controls moving unexpectedly includes: links in a list shifting positions, orientation changes, and slow loading of a page that the user thinks is complete. Examples Use: Controls and content that do not move about as the page loads or refreshes. A loading icon, that is clearly visible while the page is loading. After the content is finished loading and there is no further movement, the icon is removed. Controls and content that only move when the user initiates a change. Avoid: Controls and content that move without the user’s request. For example: The user is about to select a phone number to call. As the user is about to touch the phone number, it shifts down. The user presses the wrong phone number and calls the wrong person. Links in a list shifting positions. Orientation changes that cannot be easily turned off. Slow loading pages that the user thinks are complete.","headline":"Ensure Controls and Content Do Not Move Unexpectedly","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p01-unexpected-movement/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p01-unexpected-movement/"} @@ -610,9 +610,9 @@

Glossary

- + - + - + Let Users Go Back | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need predictable back or undo features so that I know exactly where I was previously, before I made a mistake. What to Do Always let the user return to a previous point. The standard back button is the best way to do this as it is familiar to the user. Many users will try the back button first. The user should never lose their work if they press back. How it Helps Allowing users to return to a previous point helps prevent mistakes and makes it easy to correct mistakes when they happen. Examples of mistakes include: touching a control by accident, opening a new link by accident, and closing a window the user intended to keep open. If a person easily makes mistakes or makes them often, it is important that they can go back and make changes without having their work or previous choices deleted. For example, a user is watching a video. They try to increase the volume but touch a different link instead. A new video now loads. The user can press the back button and return to the video they were watching before. They now know they can try and increase the volume and if they make a mistake, they can easily go back and try again. In another example, the back button did not work as expected, but took them somewhere else (such as the home page). When they try to change the volume or add a comment they often lose the video they were watching and cannot find the way to get back to it. The user now feels they cannot use any of the web site’s features in case they lose their main content again. They do not expand the screen, change the volume, or leave comments. In forms, each time the user has to re-enter data presents a new chance for mistakes to occur. Entering and re-entering data can be stressful and tiring for some people with cognitive and learning disabilities. This increases the likelihood of mistakes and may make it impossible to submit correct data and complete the intended task. For those with anxiety, memory challenges, and difficulty following directions, the ability to go back and review information they have entered is very important. For example, for some people the task of following directions and reviewing their answers works best as two separate tasks. Being able to enter information with their focus being on following the directions, and later going back to review their answers, helps them be more effective. Getting Started</h2> When the user has an opportunity to go back and review the data they entered, even if submitted by mistake. The back button always works as expected. </section>","headline":"Let Users Go Back","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p02-back-undo/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p02-back-undo/"} @@ -596,9 +596,9 @@

Glossary

- + - + - + Notify Users of Fees and Charges at the Start of a Task | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need support to manage the task, such as letting me know what information I will need (credit card, full address, etc.) before I start. What to Do Tell the user about all charges at the start of a transaction including typical values. Any conditions and terms should also be available at the start of the transaction in easy language. How it Helps Users with cognitive and learning disabilities who have trouble with memory, attention to detail, or reading comprehension may not be aware of charges unless they are explicitly noted at the start of a transaction task. Terms and conditions can be under a link, but charges must be clearly displayed and available in easy to understand language. Clearly identifying charges at the start of a sale benefits all users. Those with cognitive and learning disabilities will particularly benefit because some groups are less likely to have inferred or guessed the charges would be included. They may not know to look in other places in the user flow, such as on the homepage, or on a designated rates page. People with impaired executive function or memory need to have all the consequences presented in an orderly form to be able to make an informed decision. When charges are not clear, the consent of the transaction is unclear. It also can take much longer for users with disabilities to go through the process of making a purchase. If a person has spent hours making an online purchase, it is much more difficult and upsetting to find out that they cannot afford it. They will often blame themselves for not understanding the price and may experience a loss of confidence. They may stop trusting themselves with online, day-to-day activities. For example, a person who has challenges with executive function may be trying to order a plane ticket, and not realize that there are extra fees not quoted in the original price, such as taxes, international fees, baggage fees, etc. They may spend hours booking a holiday only to find that they cannot afford it. Alternatively, sometimes they end up purchasing something they cannot afford. Also, even if they have completed this process in the past, they may not be not able to use their experience to anticipate the final price. The result is the user loses confidence in their ability to independently purchase a holiday online. They may have a debt they are unable to pay, may not attempt again, or only with the help of a hired professional (e.g. travel agent or assistant). Examples Use: Clearly stated charges. Users are aware of all charges and can make an informed decision when they decide to purchase an item and put it in a shopping cart.","headline":"Notify Users of Fees and Charges at the Start of a Task","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p03-declared-charges/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p03-declared-charges/"} @@ -611,9 +611,9 @@

Glossary

- + - + - + Design Forms to Prevent Mistakes | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need an interface that helps me avoid mistakes. What to Do Choose a form design that reduces the chance that the user will make a mistake. This includes: Requiring the user to enter as little information as possible. Clearly indicating required fields. In a text field, accepting as many formats as possible. For example, accepting different formats of phone numbers. Dividing long numbers into chunks (supporting autocomplete across fields). Using an interface where only valid input can be selected. Using autocomplete and personalization of form controls. Accepting voice prompts when supported by the operating system. Automatically correcting input errors when possible and reliable. Providing the user with known suggestions and corrections. How it Helps After making many errors, people with cognitive and learning disabilities and users with age-related forgetfulness often abandon their tasks and believe they cannot complete them. Error messages may be confusing. Correcting errors is often difficult and frustrating for users and increases cognitive fatigue. Many users need to stop when they get successive errors. For example, while registering for an online banking account a form requires the input of the user’s birthdate. The required input format is xx/xx/xxxx with a leading zero for single digits. If a single input field with no input correction is presented, a user with a cognitive disability may enter 1/3/1996 triggering an error notification. It may not be clear to the user that the required format is 01/03/1996 (even if the format is shown below the input field or in the error notification). A well-designed form makes it easier to fill in the information and prevents the user from making mistakes by automatically correcting or suggesting the correct date format. Minimizing user generated errors by automatically correcting them will also minimize error notifications. Error notifications may be tiring and distracting, taking focus away from tasks and task completion. More Details Clearly mark required content. Only correct errors if the correction is reliable. Otherwise, if suggestions for corrections are known, give the suggestions to the user. For example, “Did you mean the first of February (01/02) or the second of January (02/01)?” Calendars and dates. Calendars should default to the first relevant day. Work calendars should default to the first working day of a user’s locale. Calendar-based booking systems must prevent the user from booking the return date before the departure date. Temperature. Use the default temperature format of the user’s location. Examples Use: Designs that make mistakes less likely. For example: Correcting errors of the post code being written in the text field with the city or state information. Preventing the user from selecting inappropriate dates and providing a simple explanation if the user attempts to do so. Avoid:","headline":"Design Forms to Prevent Mistakes","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p04-supportive-forms/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p04-supportive-forms/"} @@ -640,9 +640,9 @@

Glossary

- + - + - + Make it Easy to Undo Form Errors | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to check my work and go back without losing the work I have just done. What to Do Always allow the user to check their work and correct any mistakes. Once the user has fixed their mistake it should be easy to get back to the place they were at without redoing additional steps. For financial transactions and important information, allow the user to easily cancel the transactions. Provide clear information and simple instructions for important information such as the amount of time the user has to cancel a transaction. How it Helps People with cognitive and learning disabilities make many more mistakes filling out forms than the general population. When mistakes cannot be easily corrected they cannot complete the task. The ability to undo errors helps people with cognitive and learning disabilities safely use forms and reduces the consequences that result from a mistake. For example, a user with a memory impairment may not remember that they have already added an item to their shopping cart and may add the item a second time. They may confuse the dates when booking a trip or make other mistakes. It is essential that people with cognitive and learning disabilities have the opportunity to check their work and fix their mistakes easily. For people with cognitive and learning disabilities, mistakes being theoretically reversible is not enough. Often the process of reversing a transaction is too complex for them to manage without help. They may not have access to that help meaning they have to live with all the mistakes they have made. In addition, if the process of correcting mistakes is too difficult, users may stop, either losing the transaction or buying unwanted items. The effect of this happening multiple times is devastating. As a result, many users with disabilities may stop using the Internet for many tasks. Allowing the user to change the number of items in the shopping cart at any time can significantly reduce mistakes. A summary of the order, including product quantities and other costs before the final submission, gives the user the chance to identify any errors and make changes to the order. In this example given, a summary of the purchase helps the user see the error in quantity as well as a higher than expected order total. In some cases, a user may realize that a mistake has been made after the final submission of data. Provide simple language instructions on how to cancel transactions and help the user understand the amount of time needed to cancel a transaction. This makes them less susceptible to scams. For example, a user with Attention-Deficit/Hyperactivity Disorder purchasing a travel ticket on a web site may struggle with details and may have an impaired attention span. The successful completion of the order relies on the information provided at multiple steps in the process. An error such as an incorrect street number or zip code in the billing address will result in the order not going though. If a summary is not provided before submitting the final order, the user may not understand the reason for the declined payment and give up on the order. The user may also stop if there is not a clear and achievable way to make a correction. More Details This typically includes: Change: It is simple for the user to review all the data and correct mistakes, including mistakes that might not be automatically identified. The user can change information via clearly labeled actions and get back to the place they were at, in one clearly labeled action without unwanted loss of data. (Some data may need to be entered if it is dependent on the item that was changed.) Confirmed: A summary is provided before submitting important information and the user is told when they are about to submit the final information. Time frames and instruction for canceling transactions are clear and easy to follow. Getting Started Start with forms where a mistake can have serious consequences such as financial loss or vulnerability. Examples Use: A summary provided before submitting important information. It allows the user to correct information and return to the summary with a single click. Clickable breadcrumbs that allow the user to see the previous steps, go back, and change them. Avoid:","headline":"Make it Easy to Undo Form Errors","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p05-form-undo/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p05-form-undo/"} @@ -597,9 +597,9 @@

Glossary

- + - + - + Use Clear Visible Labels | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need clear labels, step-by-step instructions, and clear error messages. What to Do Use clear labels. Labels should: use common words and easy to understand language, be visible and next to the relevant control, and be readable by assistive technologies, including those used by people with cognitive and learning disabilities. How it Helps When labels are missing or unclear, users often do not know that the feature is available or what the control is. Although many users can guess what a control is for users with cognitive and learning disabilities with impaired memory or executive function are less likely to be able to remember the design pattern or work out what it is. A clear label that uses familiar terms and is located next to the control, helps people with cognitive and learning disabilities. Similarly, if a label is not next to a control it is confusing for some users. When a label cannot be next to a control, there should be clear visual indicators that visibly and unambiguously associate the label with the control. This will need user testing with users who have learning and cognitive and learning disabilities to ensure it is usable. For example, a user living with early stage dementia is using an application. Some controls do not have visual labels. A caregiver shows them what the control is for and they can use the application. The next day they try to use it again, but cannot remember what the control is for. This application is not usable for them. In another example, the label disappears when the focus is removed. The user cannot remember what the control is and does not know how to make it reappear. Labels need to be visible, readable by assistive technology, and be nearby the labeled content. More Details Many people with cognitive and learning disabilities use web extensions and simple text-to-speech. These assistive technologies often do not read WAI-ARIA [[wai-aria-1.2]] or titles. Until that changes, or an extension displays them, labels should not rely on these attributes for people with cognitive and learning disabilities. Examples Use: Visible labels that use simple common words and are next to the control. For example: first name ____________________ Avoid: Hidden labels or labels that use uncommon words that are not easy to understand. It is unclear what action is needed. For example: given name ___________________","headline":"Use Clear Visible Labels","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p06-clear-labels/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p06-clear-labels/"} @@ -603,9 +603,9 @@

Glossary

- + - + - + Use Clear Step-by-step Instructions | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need clear labels, step-by-step instructions and clear error messages, so I know exactly what to do. What to Do Write clear instructions that are: located before, or next to, the field or activity, broken down by steps (ensure that steps are not omitted) clear, concise, and accessible, and available with examples or illustrations that make it easy to understand what to do. How it Helps Clear instructions help prevent user errors. This reduces frustration and enhances users’ autonomy and independence because they can avoid asking for help. This helps many people with cognitive and learning disabilities as well as people from different cultures, emerging markets, and new users who may not be familiar with web forms or may miss cultural context. For example, a person with age-related forgetfulness is trying to complete a form. They put the whole address and zip or postal code in one line (as one would do when writing a letter). They are given an error message. After a few error messages, they are exhausted and cannot complete the form. More Details Provide instructions at the start of the process, not simply in an error message. Provide instructions needed to enable the user to complete the task. When multiple formats are accepted or errors are automatically corrected, less instructions are needed for the user to complete the task. Note that instructions can be hidden behind a familiar icon. Getting Started In a system with common errors, tackle the most impactful errors first and add guidance as needed. Examples Use: Clear and easy to understand instructions. For example: Provide an image of a passport with the number highlighted to indicate the number that the user should enter. Explicitly say which day of the week is the start (e.g., Sunday or Monday) in calendar controls.","headline":"Use Clear Step-by-step Instructions","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p07-step-instructions/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p07-step-instructions/"} @@ -614,9 +614,9 @@

Glossary

- + - + - + Accept different input formats | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need inputs to accept different formats and not mark them as mistakes. What to Do Accept all format variations in text inputs for values such as currency, time zone, locale, address, or credit card number. How it Helps Forgiving form entry processes help the user fill out forms, without an overwhelming amount of errors. They can avoid asking for help when errors cause them problems. This reduces frustration while enhancing the user’s autonomy and independence.","headline":"Accept different input formats","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p08-input-formats/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p08-input-formats/"} @@ -597,9 +597,9 @@

Glossary

- + - + - + Avoid Data Loss and “Timeouts” | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need time to complete my work. I do not want a session to timeout while I try to find the information needed, such as my postal/zip code or social security number. What to do Avoid timeouts and let the user save their work as they go. When this is not possible, inform the user when they initiate the process: the amount of time available to complete the process, if the user will lose entered data if a timeout occurs. How it Helps Timed events can present significant barriers for users with cognitive and learning disabilities. These users may require more time to read content or to perform functions, such as completing an online form. They may need to read help or look at notes. Users with cognitive and learning disabilities may need additional time to look up the information required to complete a transaction. They may need a break, without losing their place in the process, and without losing data that has already been entered. For example, while making a purchase on an e-commerce web site, a user does not remember required information. This may be a date, a phone number, or a zip code that may seem easy to remember for users without a cognitive or learning disability. They need to look up this information, which takes them time away from the screen. Then they need to copy it carefully into the form.","headline":"Avoid Data Loss and “Timeouts”","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p09-data-loss/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p09-data-loss/"} @@ -634,9 +634,9 @@

Glossary

- + - + - + Provide Feedback | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need rapid feedback or visual cues to indicate an event was successfully triggered. For example, I need to know when an email has been sent, otherwise it looks as if it has just disappeared. What to Do For each step in a process let the user know of its status and if it was successfully completed. How it Helps Making the result of each user action clear helps people with a variety of cognitive and learning disabilities. This includes: understand that their actions were processed (e.g., the click did something), prevent uncertainty or doubt regarding the outcome, and remember what they just did. For example, a user with age-related forgetfulness, may have difficulty remembering how the interface worked. So when they press the send button they may not feel confident that the form was submitted. Feedback, such as a thank you message, will tell them submission occurred and make them feel confident in the process. During a multi-step task this feedback (user-action feedback) can also assist people with attention or short-term cognitive and learning disabilities to remember what they are doing. For example, a user with early dementia may get distracted and then forget exactly where they were in the task. This user-action feedback helps re-orient them. It also helps them avoid leaving a task by reminding them that they are in a process, and where in the process they currently are. Provide easily-recognizable success or failure feedback with every user action. When possible, the feedback should use consistent and familiar design patterns. For example: After a step in a multi-step task is completed, breadcrumbs display a tick, or a checkmark next to that step’s name; and, if applicable, the title or the name of the next step is readily apparent. After a button is clicked, it should look depressed. (Note that if it is a toggle button, the state should also be programmatically determinable). After a form is submitted or an email message is sent, feedback communicating what just happened is provided, such as “Your application was submitted, thank you” or “Your email message was sent”. More Details The success or failure of every user initiated action is clearly indicated to the user by visual, programmatically-determinable, rapid feedback in the primary modalities of the content. Audio feedback is supported. Examples Use: Visual state feedback. Use CSS and WAI-ARIA [[wai-aria-1.2]] states such as aria-pressed and aria-selected, to gives a visual change that shows the change in state. For example: Buttons and tabs with a visually clear state when selected. Messages that let the user know if a task is completed. For example: Confirmation messages when an email message is successfully sent, or a form is successfully submitted. Visible and programmatically-determinable information to show that a new password is set. Avoid: State changes without visual feedback. Task succeeds or fails without feedback.","headline":"Provide Feedback","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p10-status-feedback/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p10-status-feedback/"} @@ -620,9 +620,9 @@

Glossary

- + - + - + Help the user stay safe | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to know I am safe and secure when using a web site, especially if providing information or communicating with others. What to Do Keep the user safe. This includes: Understand risks for people with learning and cognitive disabilities when providing personal information or communicating with others. Checking how safety and security techniques work with a wide range of customized profiles including aging users and users with learning and cognitive disabilities. Using known techniques to keep sensitive user information safe. Helping all users understand any relevant known risks. Explain any known risks in easy to understand and friendly language. This helps them make an informed decision and stay in control. How it Helps Users need to know they are safe and secure when using a web site, especially when providing information or communicating with others.","headline":"Help the user stay safe","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p11-user-safety/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p11-user-safety/"} @@ -615,9 +615,9 @@

Glossary

- + - + - + Use Familiar Metrics and Units | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need interfaces to use metrics I know, and that are common in my location (such as feet or meters) otherwise I get confused. I do not always know what metric they are talking about or notice that the number looks wrong. What to Do Provide metrics in units that users will be familiar with.","headline":"Use Familiar Metrics and Units","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p12-familiar-metrics/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o4p12-familiar-metrics/"} @@ -548,9 +548,9 @@

Glossary

- + - + - + Limit Interruptions | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need tasks to not have distractions. What to Do Avoid interruptions. This includes: Providing an easy way to control interruptions, reminders, and changes in content unless they are started by the user or involve an emergency. Allowing the user to control and limit types of content which could cause them distraction or an undesirable reaction. This content includes: Social media, violent content, advertisements, distracting backgrounds and images, moving content, soft and loud noises, or triggers. How it Helps Interruptions stop people with memory or attention impairments from completing their task. This can include individuals with Dementia, those that have had a stroke or brain injury, and those taking medications with side effects impacting memory or attention. Certain types of interruptions or a certain number may cause them to stop, even if the task is very important. Interruptions can include sounds, content that visually appears or changes (such as advertisements on a page). Interruptions can be as simple as text notifications about the presence of new changes while working in a shared online document. A site will work best for those with memory or attention challenges if they have: a quiet and simple environment, no interruptions at all, an easy to use pause option so interruptions and moving content can be viewed later, or a setting where users can select which types of interruptions they can manage and when. Many news web sites have a lot of interruptions that can cause challenges for people needing to read important information, such as school closures due to bad weather. They may encounter breaking news text, advertisements, and pop-up windows. For those with difficulty focusing and sifting through the school names, or have two or three they need to check, these distractions may make the task impossible. By letting the user pause these distractions, and ideally temporarily remove them from the page, they will better be able to complete the task. Some people are sensitive to noise and can easily become overwhelmed by too many stimuli. Sometimes, noises and different types of content may adversely affect mental health. For example, noises, distractions, or distressing content may make the user more anxious or possibly trigger post-traumatic stress disorder (PTSD). There has also been research to suggest that too many interruptions and use of social media may aggravate depression and difficulty focusing. Allowing users to control this content could help them be more productive online. Where standard techniques exist to remove or control distractions, they should be used. For example, a person with traumatic brain injury is filling out their taxes online. The social media application pings them with notifications. They try to turn notifications off and then they try to turn off the application, but it is too complex. They are unable to submit their taxes without help. Examples","headline":"Limit Interruptions","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o5p01-minimal-interruptions/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o5p01-minimal-interruptions/"} @@ -595,9 +595,9 @@

Glossary

- + - + - + Make Short Critical Paths | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to be able to find features and content easily. What to Do Streamline processes and workflows so that they include only the minimally necessary steps. Separate out optional steps that are supplemental but not required. Do not require the user to go through optional steps. How it Helps Streamlining processes and workflows reduces distractions, mistakes, and mental fatigue. Using short critical paths increases the chance that users with cognitive and learning disabilities can successfully and accurately complete a process or task and navigate a workflow. For example, a user with early stage dementia is trying to buy a new phone. Before they can pay, steps are added offering them headphones and other items. They become overwhelmed and confused. They leave the site without buying the phone. Examples Use: Processes that only require necessary steps. For example: The steps included in the online process to buy movie tickets are: select a movie, select the date and time, select seats, pay, print or save tickets.","headline":"Make Short Critical Paths","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o5p02-short-paths/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o5p02-short-paths/"} @@ -572,9 +572,9 @@

Glossary

- + - + - + Avoid Too Much Content | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to find it easy to identify the content that I need, and do not need. Information I need to know and important information stands out, or is the first thing I read and does not get lost in the noise of less important information. What to Do Keep the interface simple. Provide users with five or less main choices on each screen and remove unnecessary content. This can be provided via a simplified version, as an alternative that is generated in real time from the same code base as the main content. Extra links that do not relate to the main purpose of the page should be limited to the footer section. Extra choices can also be hidden under a “more” link or other clear and descriptive titles. How it Helps Busy pages, too much text, too many images and too much other content can cause cognitive overload, anxiety and loss of focus. Keeping content down to a small number of important points reduces the clutter, calms the user, and allows for better understanding while aiding memory. For example, it can help slow readers or those with a short attention span, who may leave the page if it appears complex. Simplified content and a consistent simple design helps reduce cognitive overload and decreases stress and mental fatigue. For example, a person with early stage dementia goes to their doctor’s application. There are five choices on the screen: appointments, ask your doctor a question, test results, approvals and more. Each option has an icon, clear text, and is separated by whitespace. In two clicks they have asked their doctor their question. They can easily select what they need without asking for help. More options are also available if they swipe left. However, they are unlikely to do so. More Details Avoiding long paragraphs, lots of choices, and non-meaningful imagery ensures those with cognitive and learning disabilities can concentrate on the important points being made. Keeping to a few short bullet points and limiting to one or two images related to the main subject areas of a web site or service allows the user to choose whether to explore the site further.","headline":"Avoid Too Much Content","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o5p03-manageable-quantity/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o5p03-manageable-quantity/"} @@ -568,9 +568,9 @@

Glossary

- + - + - + Provide Information So a User Can Complete and Prepare for a Task | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to know how to start a task, and what is involved. What to Do Emphasize the start of important tasks. Before a user performs a task consisting of multiple steps, ensure they have an estimate of the amount of effort required to complete the task. This should include: the time it might take, details of any resources needed to perform the task, and overview of the process and next step. Once the user starts the task, ensure the user clearly understands when the task is still “in-process” and when it has been completed.","headline":"Provide Information So a User Can Complete and Prepare for a Task","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o5p04-task-expectations/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o5p04-task-expectations/"} @@ -508,9 +508,9 @@

Glossary

- + - + - + Provide a Login that Does Not Rely on Memory or Other Cognitive Skills | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to be able to use a site without remembering or transcribing passwords and usernames. What to Do Users can login, register, and reset credentials, without having more cognitive abilities then they need to use a simple web page. They do not have to: memorize character strings, perform calculations, copy content, answer puzzles, reliably reproduce gestures, or recognize characters presented on screen, and then enter them into an input field. How it Helps People with memory impairments often forget their passwords and are not able to login. Their solutions often are only sometimes helpful and have security risks: They may have to look at or listen to text several times to copy or type it into a form field. They may reuse a single password or use a simple-to-remember password, which they can remember. If they need to change their password or use a complicated password they may store passwords insecurely, such as written on pieces of paper which other people can see. They may also struggle with other steps during login, such as: entering characters in the correct order, entering characters correctly with a limited number of tries (resulting in being locked out), finding a PIN, working out puzzles or distorted letters,","headline":"Provide a Login that Does Not Rely on Memory or Other Cognitive Skills","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p01-login-cognition/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p01-login-cognition/"} @@ -582,9 +582,9 @@

Glossary

- + - + - + Allow the User a Simple, Single Step, Login | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need the login process to be simple, and not multi-step. What to Do Provide a simple, single-step alternative for logins. How it Helps A simple login allows people with impaired executive function or impaired memory to use applications. This is especially important for users who become confused or overwhelmed with multi-step processes. For example, a user with traumatic brain injury wishes to use a site for online banking. They may have put their finger on a fingerprint scanner to authenticate who they are. Other examples include some third party logins. Examples Use: Easy third party logins as an option. The web authentication protocol [[webauthn-2]] with a single step method that matches your security needs. Avoid: All login methods involving multiple steps.","headline":"Allow the User a Simple, Single Step, Login","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p02-singlestep-login/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p02-singlestep-login/"} @@ -473,9 +473,9 @@

Glossary

- + - + - + Provide a Login Alternative with Less Words | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need a login process I can use that does not rely on a lot of words (as someone with a severe language impairment). What to Do Provide at least one login alternative that does not require reading or writing a lot of words How it Helps This pattern allows people with language and communication disabilities to login without being overwhelmed by blocks of text. For example, someone with a severe language impairment using an AAC device wants to send a message to their doctor. They can press the login with the icon they know and send a message without having to read text. Examples Use: Third party logins which have well known icons. The web authentication protocol [[webauthn-2]] along with an easy login option. Avoid: Logins that requires answering security questions. Logins without a simple, word free, login option, or alternative.","headline":"Provide a Login Alternative with Less Words","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p03-concise-login/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p03-concise-login/"} @@ -482,9 +482,9 @@

Glossary

- + - + - + Let Users Avoid Navigating Voice Menus | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to get human help, without going through a complex menu system. What to Do Let people easily reach a human who can help. Do not require navigating menu systems to reach a human. Design helpful voice menus by: Providing a known word or reserved digit (such as “0” or “help”) that can be used at any time to skip the voice menu and go directly to a person. Avoiding unnecessary steps or options. Avoiding unnecessary or distracting information such as promotional information. Using words normally used by people with a wide range of cognitive and learning disabilities. Waiting for a slow speaker to respond. Allowing for a quiet speaker, repetition, and stutters. Supporting forgetfulness and memory impairments. Allow for easy error recovery. Following usability best practices. How it Helps Many people cannot use voice menu systems. This often stops people from completing critical tasks by themselves. Often this can include making doctors’ appointments, getting health insurance, reaching social services, getting their water turned back on, etc. If people cannot manage voice menus by themselves, they have to ask someone else to help them. This means the service is not accessible to them. Sometimes tasks are not done. For example, they may delay making a doctor’s appointment or other critical task as not to bother their helper. People often do not get the help they need or get it too late. (This may be partly responsible for the lower life expectancy of people with learning and cognitive disabilities.)","headline":"Let Users Avoid Navigating Voice Menus","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p04-voice-menus/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p04-voice-menus/"} @@ -724,9 +724,9 @@

Glossary

- + - + - + Do Not Rely on Users Calculations or Memorizing Information | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need navigation and processes that do not rely on memory. What to Do Create a process that does not require: remembering digits to select for a short time, performing calculations, copying, clear speech or fast responses, memorizing characters, strings, or pin numbers, using executive function to work out the category of the service they need, recalling information over multiple steps. When going through multiple steps, each step in a process must contain the information needed to allow a user to proceed. They must not rely on memory from prior steps. Instructions and labels should be located before a call to action or activation mechanism. When appropriate, provide a summary of information from previous steps, and a mechanism for traversing the process. How it Helps Often content has barriers which prevent users with cognitive and learning disabilities from completing a step or process, and as a result, prevents them from achieving whatever they wished to achieve. To increase security when making a purchase, sometimes puzzles or calculations are required. For example: To finalize a purchase, a user is asked to enter the result of multiplying positions 1 and 2 of a number. This type of statement cannot be understood by some people with cognitive and learning disabilities. Both security and cognitive accessibility should be guaranteed. Many users have an impaired working memory. They cannot remember many details at the same time. However, systems, such as dialog menus, rely on all users using working memory to make choices. They expect the user to remember several choices and to select one choice, whether by speaking or through a key press. The user needs to hold multiple pieces of transitory information in the mind. Users with an impaired executive function may need more time to complete a task. But there can also be problems if the system response is too slow. For example, some people may need longer to compare similar options such as “billing”, “accounts”, and “sales” and decide which is the service they need. Using clear language will also help. More Details Good practice that reduces the reliance on memory skills include: Each step in a process should contain the information necessary to allow a user to proceed. They must not rely on memory from prior steps. Providing a simple way to go back without having to start at the beginning. Inform users of where they are in the process, for example, through a step indicator. If users make a mistake or error, provide help to fix it rather than restarting the process. When useful, provide a summary of information from previous steps, and an easy mechanism for traversing the process is available. For voice interfaces: Pause between each option. Waiting for a slow speaker to respond. Listen for a quiet or hesitant speaker. Allow simple, one word responses State the option before the number to command to be selected. Support forgetfulness and memory impairments.","headline":"Do Not Rely on Users Calculations or Memorizing Information","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p05-low-cognition/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o6p05-low-cognition/"} @@ -587,9 +587,9 @@

Glossary

- + - + - + Provide Human Help | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to know how to get human help and can manage the process easily. What to Do Many people rely on human help. When possible, there is human help available, and it is easy to use. This includes: Easy to find on each page and at each step of a process. Easy to use via the mechanism the user prefers. Requires as few steps as possible, such as: a form with two fields, an email address, or a phone number that goes directly to a human.","headline":"Provide Human Help","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p01-human-help/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p01-human-help/"} @@ -528,9 +528,9 @@

Glossary

- + - + - + Provide Alternative Content for Complex Information and Tasks | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need contextually-relevant graphs and pictures to supplement text. What to Do Provide content that helps users understand complex information. This should include redundant information for different user groups such as: summaries of long documents and step-by-step information in easy to understand language, explanation of choices and any disadvantages, tables and charts, symbols that are familiar to the user, well-structured video content, pictures and informational graphics, and alternatives for numeric content. Where there is alternative or supplemental content: Provide an easy, single action mechanism for the user to be able to find and select the content format or version that is easiest for them to understand. Dedicated help and alternative content should be clearly differentiated from primary content. Make the relationship between the alternative content and the primary content clear. How it Helps The use of complex information, long documents, and complex data formats can present significant barriers to users with cognitive accessibility needs. Users should be able to understand the information and successfully complete described tasks without requiring further external assistance as much as possible. Sometimes the content’s subject matter is complex. In this case, it is likely to need careful explanation, organization, and presentation so as many users as possible are able to understand without any mistakes, confusion, or need of assistance. The way information is presented, such as a graph, diagram, or table, may make it more complex for some users. Here, a supporting description and guided interpretation will highlight the key features the user needs to understand.","headline":"Provide Alternative Content for Complex Information and Tasks","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p02-alternative-content/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p02-alternative-content/"} @@ -638,9 +638,9 @@

Glossary

- + - + - + Clearly State the Results and Disadvantages of Actions, Options, and Selections | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need support and explanations for any choices. The advantages or disadvantages are clear to me and I understand the effects of the choice I might make. What to Do When presenting users with actions and selections, clearly explain the benefits, risks and consequences of each option. This includes any: changes from what the user asked for, disadvantages from the standard product or offering, features that may be a risk to users wellbeing or finances. How it Helps Clearly stating benefits and consequences of each action and selection option helps individuals avoid mistakes. This is particularly important when the results cannot be easily corrected, lead to safety risks, or may never be known.","headline":"Clearly State the Results and Disadvantages of Actions, Options, and Selections","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p03-supported-choice/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p03-supported-choice/"} @@ -554,9 +554,9 @@

Glossary

- + - + - + Provide Help for Forms and Non-standard Controls | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need explanations for unusual controls in a form I find easy to use (such as a video or text). What to Do Provide help for any complex forms, particularly when there are multiple steps, unusual interactions, non-standard controls, and required fields that do not support autocomplete. Give examples that make it easy to understand what to do. How it Helps Users often find forms and related tasks to be the most complex experience with web sites. They can easily become confused, unsure, or even completely lost. Providing extra help can make the difference between being able to successfully complete a task and giving up. This is especially true if any part of the form is complex or requires nonstandard interactions. Many standard form controls provide support automatically. For example, many fields can be automatically filled in with information using autocomplete or personalization semantics [[personalization-semantics-content-1.0]]. Then the user will not make mistakes filling it out. When you require additional fields and nonstandard controls many users will have difficulty using them. Many users with disabilities will get the information incorrect or be unable to work out how to complete the task. Often this results in the task being completely abandoned. In other cases, the user asks a caregiver for help to complete the form or work the control. In either case, they have not been able to complete the task because of their disability. The standard [[HTML]] forms and controls have been carefully specified for maximum usability and accessibility. They are usually understood by users, especially if they are familiar with web interactions. However, users are likely to experience difficulties if the standard form behavior has been altered or completely new controls are provided. Assuming the new behaviors have been carefully designed and user tested, users may still require help in order to successfully use them. More Details","headline":"Provide Help for Forms and Non-standard Controls","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p04-described-interactions/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p04-described-interactions/"} @@ -576,9 +576,9 @@

Glossary

- + - + - + Make It Easy to Find Help and Give Feedback | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to get help and give feedback easily from every place where I get stuck. What to Do Make it easy for the user to ask for help or report issues at any point in a process. This includes: Easy to Use: Feedback information and forms are simple and clear. (User testing with different user groups is highly recommended.) Easy to Find: Available from any place where the user may get stuck. Using a preferred communication method such as a form, email, chat, or phone support. The option to provide feedback should never require the user to manage complex menu systems such as Interactive Voice Response (IVR) with many different options. How it Helps Providing an easy way for users to give feedback will help people be able to share problems, ask for help, make suggestions, and give positive comments. If users cannot give feedback easily, problems will continue to exist without the site owner being aware of the problems. It is essential to allow users to provide feedback from any point in the process so that people do not get lost when trying to explain why they are stuck. Ideas for improvements and positive feedback will also be missed. For example, a user with a cognitive and learning disability struggles to use an ecommerce site. They have an idea about how to make it much easier to use. They spend an hour trying to give the feedback and then they stop trying. The site continues to lose customers. More Details Make sure the feedback option is: simple to use, available in all stages of the process, a process that responds helpfully to any feedback submitted, easy to complete and does not make the user provide unnecessary information, and not reliant on complex menu systems.","headline":"Make It Easy to Find Help and Give Feedback","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p05-findable-support/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p05-findable-support/"} @@ -569,9 +569,9 @@

Glossary

- + - + - + Provide Help with Directions | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need help understanding and using directions and navigation. What to Do Content is provided that helps users understand and use directions or navigational systems. This can include: Providing landmarks that are easily recognized. Providing cardinal directions (general or global) that can be related to a static object such as north of the tower. Helping people avoid changes that confuse them, such as a change of orientation or routing. Facilitating reorientation when leaving the route. Supporting different ways people are aware of distances. Allowing personalization of terms such as directions and measurements. How it Helps People with cognitive and learning disabilities experience different levels of difficulty with wayfinding directions or wayfinding applications. The help needed to address wayfinding issues can be different for indoor navigation, where there are more stimuli, and outdoors, where there can be more demands on memory. The help needed also varies with the individual.","headline":"Provide Help with Directions","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p06-supported-wayfinding/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p06-supported-wayfinding/"} @@ -549,9 +549,9 @@

Glossary

- + - + - + Provide Reminders | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need reminders integrated into my calendar, otherwise I will forget appointments and when I am meant to do things. Sometimes I need reminders to revisit a web site to complete the next task. What to Do Make it easy for the user to set a reminder for date and time sensitive events. Use standard application programming interfaces (APIs) when possible. Reminders must be set only at the user’s request and the user must be able to personalize the remainder method. How it Helps People with cognitive and learning disabilities often have challenges managing events and time. (In fact, being unable to correctly manage events and time without support is a diagnostic criterion for some groups of disabilities.) This results in missing meetings, not submitting a request by a certain date or a form within a specified time period and missed opportunities. For example: When the user copies information into a calendar they often copy the day or time incorrectly. The user is challenged processing and retaining time based information. The user may find it hard to sequence time-bound events. The user’s skills decrease when tired to such an extent that they have to stop a task. They may wish to reschedule the task. Using calendar APIs (or task manager) that allow the user to automatically add events and deadlines to their own calendar can help. For example, a user with a cognitive and learning disability sets a doctor’s appointment online. Often they copy the details incorrectly into their calendar. However, in this case, the web site gives them an option to add the appointment to the calendar and sets a reminder an hour before. The user now comes to the correct place at the correct time with the correct papers. The benefit to users with cognitive accessibility needs is that they can independently manage appointments, deadlines, and schedules. The ability to set reminders can reduce the cognitive load associated when processing time bound tasks. Time dependent activities may be monitored and tracked by the user to ensure that they are completed in a timely manner. Always give the option to set a reminder at the end of the task so that the user does not get interrupted. It is essential not to add unwanted reminders, as this makes the user’s calendar too full. This can even prevent them from being able to use their calendar at all. The user is the best person to know how many reminders, and which type, will best meet their needs. More Details Where a standard mechanism exists for the platform or technologies, it must be used. See: Web Notification API Using the Notifications API Reminders and Notifications Date and time sensitive events are any event that has to be completed by a certain time. The time constraints on such an event may be defined by a calendar date and time or by the total elapsed time. Variables that could be considered include: Time - at a logical time. Location - prompted when at an appropriate location. Context - on computer vs. mobile, on specific a site, etc. Examples Use: Options for the user to add the event to their calendar and set a reminder. For example: A health care site allows you to set a local medical appointment. Once the appointment is set the user is given the option to add it to their calendar (automatically) with a reminder three hours before. They are also given the option to add or edit the reminder. Avoid: Events that are added to the user’s calendar that the user does not want to attend. The user cannot automatically add the events and appointments they just set to their calendar. For example: A health care site allows you to set a local medical appointment. The user is not given the option to automatically add it to their calendar or set a reminder.","headline":"Provide Reminders","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p07-reminders/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o7p07-reminders/"} @@ -596,9 +596,9 @@

Glossary

- + - + - + Let Users Control When the Content Moves or Changes | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to know where things are. Controls and content do not move unexpectedly as I am using them. What to Do Ensure that changes of context, functionality, settings, route, and orientation are initiated only by user request or an easily available mechanism is available to turn off such changes. Also provide an easily available mechanism to go to previous context, functionality, settings, route, and orientation. How it Helps Any content, settings, or functionality which changes unexpectedly, without user initiation can result in significant problems for users with cognitive and learning disabilities. Unexpected changes in any of these areas can result in loss of focus, anxiety, or confusion in understanding or using a user interface (such as menus, buttons, and design components). Examples include, but are not limited to: The automatic launching of new windows or pop-ups. Submission of forms through mechanisms other than a button that is clearly labeled (using simple language to submit the form). The opening of new content or a feature. Unexpected changes when selecting an option. Rerouting automatically by a Global Positioning System (GPS). Changing the direction of a map in a GPS. For example, a user may not have a sense of direction or know their left and right. Before using a GPS, they may study the route so that they know approximately what they are doing and can augment the directions of the GPS with their own context, using the GPS for cues. The GPS automatically reroutes them because of a small traffic delay. They become completely lost and disoriented and can no longer use the application. In another example, a user is watching a video and wants to press “like”. As they are about to press the button, the controls shift and they load a different video instead of pressing “like”. They are now less likely to press “like” because they do not want to lose their content. As a result, their preferences are not taken into account. Letting users control when content changes gives users with cognitive and learning disabilities more control over how web sites and applications behave. This gives them the opportunity to make choices that enable them to use the content and complete the task. More Details Exception: The changes are part of an activity where it is essential (e.g. a game). Route: This is the directions and flow such as a GPS route. Orientation: perspective or view such as map direction. Easily available (or easily available mode or setting), is when one or more of the following is true: It can be set one time with as a wide a scope as possible (such as using the standards of the Operating System (OS), From [[ISO 9241-112]] or [[GPII]] when available). It has the option to save or to change the setting for the scope of the set of web pages. It is reachable from each screen where it may be needed, and the path and the control conforms to all of this document. Examples Use: User control when content changes. For example: The user can set to change the route if more than a specific amount of time is saved. They can add more information such as how many extra turns are acceptable for saving 5 minutes. When the GPS finds a new route that saves time, the GPS tells the user about the change including how many extra turns were added and how much time will be saved. The GPS asks the user if they want to change the route or if the GPS changed it, the user can go back to the original route in one touch or command. Avoid: Content that changes without the user having control.","headline":"Let Users Control When the Content Moves or Changes","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o8p01-motion/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o8p01-motion/"} @@ -605,9 +605,9 @@

Glossary

- + - + - + Enable APIs and Extensions | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need to use additional support features from widgets or extensions. </p> What to Do APIs and extensions work with your content. How it Helps People with cognitive and learning disabilities are often using add-ons or extensions as assistive technology. For example: reading of the long form of acronyms, support for text-to-speech with synchronized highlighting of the phrase being read, content simplification, creating mind maps out of the heading structure, support for retaining content that has already been entered, password management, spell checking, changing the symbols or the interface, changing numbers from digits to words and words to digits, adding white space between lines, sentences, phrases, and chunks, alternative ways to input the content such as speech recognition, adding pictures. However, sometimes a web site stops extensions and APIs from working. The result is that these users cannot use this web site. If these add-ons and APIs are not supported, the author should provide support for all the functions of the add-ons used as assistive technology. For example, a user with traumatic brain injury has executive function and memory impairments impacting their ability to remember details such as: the icons or symbols on a Web of Things (WoT) interface, their username and password, what an acronym stands for, a phone number, or the meaning of uncommon words. Supporting the use of an add-on that simplifies content and gives support (such as the long form of acronyms, and a popup dictionary) enables them to understand most content. Supporting password management tools enables users to successfully login and avoid being locked out of secure sites. Storing non-sensitive information and auto complete helps them fill out a form. This suggests common information, like a person’s phone number or address. It also helps them avoid making mistakes. It eliminates the need for accurately recalling this information from memory or having to copy and paste it, which is a task that often prevents them from successfully using a form. When overwhelmed by textual content, they have an extension that inserts symbols that they are familiar with that helps them find the content they need. Too many options may add to the complexity of interacting with IoT devices. Additional options should be easy to ignore and not require a lot of reading to understand that they are additional, as well as how to skip them. Sometimes the Internet of Things (IoT) interfaces may confuse the user, such as a default “reading” on a meter being set to “2” and not “1.” The user would then need to reset it to “1.” It is important in any proposed solution to make operational tasks, such as interacting with the IoT, as transparent as possible so that users can focus their attention on the functional aspects, such as relating to content. More Details People with cognitive and learning disabilities often use add-ons as assistive technology. It is essential that add-ons and similar tools work as expected, except when:","headline":"Enable APIs and Extensions","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o8p02-apis/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o8p02-apis/"} @@ -652,9 +652,9 @@

Glossary

- + - + - + Support Simplification | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need less content without extra options and features as I cannot function at all when there is too much cognitive overload. What to Do Support simplification of your content. Often this includes allowing the user to: Remove or hide features that most users do not use or that are not essential. Get less text or more simple text. Select the content format or version that is easiest for them to understand, or Find the extra features when wanted. How it Helps A user who has difficulty reading or using web content can be easily overwhelmed with too much information on a web page. They need to simplify the page to include the critical information that they need and not spend all their energy reading and understanding other content and features. This is also true for users who are easily distracted. For example, an email program has lots of features and formatting options when drafting an email. This makes it too complex for a lot of people. With personalization the user can have a simple option with only send and cancel options. There is a “to” and subject line but no cc or bcc options. In this setting there is a clear heading (write an email) and they have icons that the user understands. More Details Note that: Typically, a simple application has 3 to 6 functions. Make sure it is easy to get back to the full featured version. You can meet this design pattern by: supporting simplified versions from the browser, using of data-simplification on regions and controls, using other attributes in personalization semantics (see [[personalization-semantics-1.0]]), adding a simplification toolbar, or providing an alternative version. Getting Started Add data-simplification="critical" on content that is in any critical user testing paths. Examples Use: A simplified “reading” view that is available and easy to close. Applications that have 3 large features. Other features are in the footer or under a “more” option. A simplified version of the application is available. Avoid: Simplified modes have unnecessary extra content or are not supported. Applications with lots of features and cannot be simplified. For example: A busy email program has many control bars and features such as tagging, group tagging, start a new thread, etc. There is no easy way to simplify the page.","headline":"Support Simplification","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o8p03-complexity/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o8p03-complexity/"} @@ -583,9 +583,9 @@

Glossary

- + - + - + Support a Personalized and Familiar Interface | Cognitive Accessibility Design Pattern | WAI | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"User Need I need (a version of) a familiar interface, that I recognize and know what will happen. What to Do Provide users with a way to personalize their interface to make it familiar. This can be done by: Allowing user preferences on presentation such as font style, font size, line heights, margins, and contrast. (Note: The default version should still be readable and use clear fonts.) Allowing a rollback to a previous interface that the user is familiar with and knows how to use. Adding semantics on controls, links, and symbols that allow the user to control the experience. For example: HTML5 autocomplete on common fields, adding a toolbar that adds personalized images, use attributes in [[personalization-semantics-1.0]]. Ensure the user knows the personalization options and can easily configure them. Clear instructions can help. How it Helps Personalization changes the interface to meet the needs of the user.","headline":"Support a Personalized and Familiar Interface","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o8p04-interface/"},"url":"https://www.w3.org/WAI/WCAG2/supplemental/patterns/o8p04-interface/"} @@ -581,9 +581,9 @@

Glossary

- + - + - + Web Content Accessibility Guidelines (WCAG) 2 Level A Conformance | Web Accessibility Initiative (WAI) | W3C @@ -136,13 +136,13 @@

Learn More

- + - + - + - + Web Content Accessibility Guidelines (WCAG) 2 Level AA Conformance | Web Accessibility Initiative (WAI) | W3C @@ -137,13 +137,13 @@

Learn More

- + - + - + - + Web Content Accessibility Guidelines (WCAG) 2 Level AAA Conformance | Web Accessibility Initiative (WAI) | W3C @@ -137,13 +137,13 @@

Learn More

- + - + - + - + Accessibility Statement for WAI Website | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Summary","headline":"Accessibility Statement for WAI Website","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/accessibility-statement/"},"url":"https://www.w3.org/WAI/about/accessibility-statement/"} @@ -266,9 +266,9 @@

Formal approval of this - + - + - + Contacting WAI | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Contacting WAI","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/contacting/"},"url":"https://www.w3.org/WAI/about/contacting/"} @@ -297,9 +297,9 @@

WAI Staff

- + - + - + Education and Outreach Working Group (EOWG) | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Summary","headline":"Education and Outreach Working Group (EOWG)","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/groups/eowg/"},"url":"https://www.w3.org/WAI/about/groups/eowg/"} @@ -480,9 +480,9 @@

Participation, Contributing to EOWG Work

- + - + - + Education and Outreach Working Group (EOWG) Participants | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"{::comment}","headline":"Education and Outreach Working Group (EOWG) Participants","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/groups/eowg/participants/"},"url":"https://www.w3.org/WAI/about/groups/eowg/participants/"} @@ -195,9 +195,9 @@

Current Participants

- + - + - + Participating in the Education and Outreach Working Group (EOWG) | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Summary","headline":"Participating in the Education and Outreach Working Group (EOWG)","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/groups/eowg/participate/"},"url":"https://www.w3.org/WAI/about/groups/eowg/participate/"} @@ -384,9 +384,9 @@

If you do not work for a W3C Member organization:

- + - + - + WAI Working Groups and Interest Groups | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"WAI has Working Groups developing accessibility guidelines and related work, and Interest Groups providing a forum for discussing Web accessibility issues. Participating in WAI describes generally how to participate in WAI work. To find out more about participating in a specific WAI group, see the group’s home page linked below. WAI working groups often have Task Forces operating under them; see Task Force link below.","headline":"WAI Working Groups and Interest Groups","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/groups/"},"url":"https://www.w3.org/WAI/about/groups/"} @@ -253,9 +253,9 @@

- + - + - + Group Task Forces | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Task Forces operate under specific Working Groups.","headline":"Group Task Forces","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/groups/taskforces/"},"url":"https://www.w3.org/WAI/about/groups/taskforces/"} @@ -268,9 +268,9 @@

- + - + - + WAI Interest Group (WAI IG) | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"WAI Interest Group (WAI IG)","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/groups/waiig/"},"url":"https://www.w3.org/WAI/about/groups/waiig/"} @@ -412,9 +412,9 @@

Past WAI IG Meetings

- + - + - + About W3C WAI | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"WebSite","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Brief","headline":"About W3C WAI","name":"Web Accessibility Initiative (WAI)","url":"https://www.w3.org/WAI/about/"} @@ -309,9 +309,9 @@

WAI Staff

- + - + - + Participating in WAI | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Summary","headline":"Participating in WAI","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/participating/"},"url":"https://www.w3.org/WAI/about/participating/"} @@ -388,9 +388,9 @@

Encouraging Accessibility

- + - + - + Easy Reading | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Easy Reading","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/easy-reading/"},"url":"https://www.w3.org/WAI/about/projects/easy-reading/"} @@ -273,9 +273,9 @@

About the Project

- + - + - + WAI Projects | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Current Projects","headline":"WAI Projects","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/"},"url":"https://www.w3.org/WAI/about/projects/"} @@ -227,9 +227,9 @@

Previous Projects

- + - + - + WAI-CooP | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"WAI-CooP","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-coop/"},"url":"https://www.w3.org/WAI/about/projects/wai-coop/"} @@ -336,9 +336,9 @@

Project Partners

- + - + - + Shape the Future: Research and Development Questions in Digital Accessibility - Online Research Symposium, 10 November 2021 | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Shape the Future: Research and Development Questions in Digital Accessibility - Online Research Symposium, 10 November 2021","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-coop/symposium1/"},"url":"https://www.w3.org/WAI/about/projects/wai-coop/symposium1/"} @@ -408,9 +408,9 @@

Acknowledgements

- + - + - + Artificial Intelligence (AI) and Accessibility Research Symposium January 2023 | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Page Contents","headline":"Artificial Intelligence (AI) and Accessibility Research Symposium January 2023","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-coop/symposium2/"},"url":"https://www.w3.org/WAI/about/projects/wai-coop/symposium2/"} @@ -1140,9 +1140,9 @@

Organizing Committee

- + - + - + WAI-Core Project | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Introduction","headline":"WAI-Core Project","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-core-2015/"},"url":"https://www.w3.org/WAI/about/projects/wai-core-2015/"} @@ -279,9 +279,9 @@

Project Staff

- + - + - + WAI-Core Ford | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Introduction","headline":"WAI-Core Ford","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-core-ford/"},"url":"https://www.w3.org/WAI/about/projects/wai-core-ford/"} @@ -280,9 +280,9 @@

Project Staff

- + - + - + WAI-Guide | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"WAI-Guide","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-guide/"},"url":"https://www.w3.org/WAI/about/projects/wai-guide/"} @@ -373,9 +373,9 @@

About the Project

- + - + - + WAI-Tools Open Meeting — Online, 26 January 2021 | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"WAI-Tools Open Meeting — Online, 26 January 2021","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/final-open-meeting/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/final-open-meeting/"} @@ -299,9 +299,9 @@

Contacts

- + - + - + WAI-Tools Open Meeting — 29 November 2017, Brussels, Belgium | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"WAI-Tools Open Meeting — 29 November 2017, Brussels, Belgium","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/first-open-meeting/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/first-open-meeting/"} @@ -294,9 +294,9 @@

Contacts

- + - + - + WAI-Tools | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"WAI-Tools","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/"} @@ -345,9 +345,9 @@

Project Partners

- + - + - + WAI-Tools Open Meeting — 20 May 2019, Brussels, Belgium | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"WAI-Tools Open Meeting — 20 May 2019, Brussels, Belgium","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/second-open-meeting/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/second-open-meeting/"} @@ -291,9 +291,9 @@

Contacts

- + - + - + Session 1: WAI-Tools Project Overview | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Session 1: WAI-Tools Project Overview","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/session1/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/session1/"} @@ -371,9 +371,9 @@

Text Transcript with Description of Visuals

- + - + - + Session 2: Accessibility Conformance Testing (ACT) Rules | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Session 2: Accessibility Conformance Testing (ACT) Rules","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/session2/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/session2/"} @@ -585,9 +585,9 @@

Text Transcript with Description of Visuals

- + - + - + Session 3: Portuguese national observatory | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Session 3: Portuguese national observatory","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/session3/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/session3/"} @@ -439,9 +439,9 @@

Text Transcript with Description of Visuals

- + - + - + Session 4: WCAG-EM Report Tool and Statements Generator | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Session 4: WCAG-EM Report Tool and Statements Generator","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/session4/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/session4/"} @@ -559,9 +559,9 @@

Text Transcript with Description of Visuals

- + - + - + Session 5: Accessibility Data Browser | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Session 5: Accessibility Data Browser","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/session5/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/session5/"} @@ -381,9 +381,9 @@

Text Transcript with Description of Visuals

- + - + - + ACT Rules for Manual Web Accessibility Evaluation Methodologies – Online Symposium, 14 March 2018 | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"ACT Rules for Manual Web Accessibility Evaluation Methodologies – Online Symposium, 14 March 2018","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/symposium/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/symposium/"} @@ -272,9 +272,9 @@

Contacts

- + - + - + Captions from ACT Rules for Manual Web Accessibility Evaluation Methodologies – Online Symposium, 14 March 2018 | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Captions from ACT Rules for Manual Web Accessibility Evaluation Methodologies – Online Symposium, 14 March 2018","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/symposium/record/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/symposium/record/"} @@ -1337,9 +1337,9 @@

Wrap-up and Closing

- + - + - + WAI-Tools Open Meeting — Online, 22 September 2020 | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"WAI-Tools Open Meeting — Online, 22 September 2020","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/projects/wai-tools/third-open-meeting/"},"url":"https://www.w3.org/WAI/about/projects/wai-tools/third-open-meeting/"} @@ -289,9 +289,9 @@

Contacts

- + - + - + Sponsoring WAI | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).","headline":"Sponsoring WAI","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/sponsoring/"},"url":"https://www.w3.org/WAI/about/sponsoring/"} @@ -340,9 +340,9 @@

Previous Fellow Supporters

- + - + - + Translating WAI Resources | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Help make the Web accessible to people with disabilities around the world. We appreciate your contributions to translating W3C WAI accessibility resources.","headline":"Translating WAI Resources","image":"https://www.w3.org/WAI/content-images/wai-about-wai/social-translations.png","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/translating/"},"url":"https://www.w3.org/WAI/about/translating/"} @@ -457,9 +457,9 @@

TR & Authorized W3C Translations

- + - + - + Using WAI Material: Permission to Use with Attribution | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Summary","headline":"Using WAI Material: Permission to Use with Attribution","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/about/using-wai-material/"},"url":"https://www.w3.org/WAI/about/using-wai-material/"} @@ -323,9 +323,9 @@

Additional Information

- + - + - + WAI-Adapt Overview | Web Accessibility Initiative (WAI) | W3C @@ -283,9 +283,9 @@

Who Develops WAI-Adapt

- + - + - + Acknowledgements for The Business Case for Accessibility | Web Accessibility Initiative (WAI) | W3C @@ -204,9 +204,9 @@

Previous Versions

- + - + - + Bénéfices business de l’accessibilité numérique : bibliographie annotée | Web Accessibility Initiative (WAI) | W3C @@ -525,13 +525,13 @@

Gene - + - + - + - + The Business Case for Digital Accessibility: Annotated Bibliography | Web Accessibility Initiative (WAI) | W3C @@ -511,9 +511,9 @@

Gene - + - + - + El caso de negocios de la accesibilidad digital | Web Accessibility Initiative (WAI) | W3C @@ -256,9 +256,9 @@

- + - + - + Home | Web Accessibility Initiative (WAI) | W3C @@ -235,9 +235,9 @@

- + - + - + Acknowledgements - Web Accessibility Perspectives Videos | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"This Web Accessibility Perspectives resource was developed by the Education Outreach Working Group (EOWG) with support from the WAI-DEV project, co-funded by the European Commission. Updated with support from the Ford Foundation.","headline":"Acknowledgements - Web Accessibility Perspectives Videos","image":"https://www.w3.org/WAI/perspective-videos/img/overview.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/acknowledgements/"},"url":"https://www.w3.org/WAI/perspective-videos/acknowledgements/"} @@ -282,9 +282,9 @@

Special Thanks

- + - + - + Video Captions | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about captions for web accessibility - what are they, who depends on them, how they help everyone, and what needs to happen to make them work.","headline":"Video Captions","image":"https://www.w3.org/WAI/perspective-videos/img/captions.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/captions/"},"url":"https://www.w3.org/WAI/perspective-videos/captions/"} @@ -473,9 +473,9 @@

Text Transcript with Description of Visuals

- + - + - + Changelog for Web Accessibility Perspectives Videos | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Pending updates: frontmatter for translations.","headline":"Changelog for Web Accessibility Perspectives Videos","image":"https://www.w3.org/WAI/perspective-videos/img/overview.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/changelog/"},"url":"https://www.w3.org/WAI/perspective-videos/changelog/"} @@ -199,9 +199,9 @@

2 February 2021

- + - + - + Colors with Good Contrast | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about colors with good contrast for web accessibility - what is it, who depends on it, and what needs to happen to make it work.","headline":"Colors with Good Contrast","image":"https://www.w3.org/WAI/perspective-videos/img/contrast.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/contrast/"},"url":"https://www.w3.org/WAI/perspective-videos/contrast/"} @@ -468,9 +468,9 @@

Text Transcript with Description of Visuals

- + - + - + Large Links, Buttons, and Controls | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about large links, buttons, and controls for web accessibility - what is it, who depends on it, and what needs to happen to make it work.","headline":"Large Links, Buttons, and Controls","image":"https://www.w3.org/WAI/perspective-videos/img/controls.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/controls/"},"url":"https://www.w3.org/WAI/perspective-videos/controls/"} @@ -458,9 +458,9 @@

Text Transcript with Description of Visuals

- + - + - + Customizable Text | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about customizable text for web accessibility - what is it, who depends on it, and what needs to happen to make it work.","headline":"Customizable Text","image":"https://www.w3.org/WAI/perspective-videos/img/customizable.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/customizable/"},"url":"https://www.w3.org/WAI/perspective-videos/customizable/"} @@ -475,9 +475,9 @@

Text Transcript with Description of Visuals

- + - + - + Web Accessibility Perspectives Videos: Explore the Impact and Benefits for Everyone | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short videos demonstrating how Web accessibility is essential for people with disabilities and useful for all in a variety of situations.","headline":"Web Accessibility Perspectives Videos: Explore the Impact and Benefits for Everyone","image":"https://www.w3.org/WAI/perspective-videos/img/overview.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/"},"url":"https://www.w3.org/WAI/perspective-videos/"} @@ -247,9 +247,9 @@

Learn More about Web Accessibility - + - + - + Keyboard Compatibility | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about keyboard compatibility for web accessibility - what is it, who depends on it, and what needs to happen to make it work.","headline":"Keyboard Compatibility","image":"https://www.w3.org/WAI/perspective-videos/img/keyboard.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/keyboard/"},"url":"https://www.w3.org/WAI/perspective-videos/keyboard/"} @@ -457,9 +457,9 @@

Text Transcript with Description of Visuals

- + - + - + Clear Layout and Design | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about clear layout and design for web accessibility - what is it, who depends on it, and what needs to happen to make it work.","headline":"Clear Layout and Design","image":"https://www.w3.org/WAI/perspective-videos/img/layout.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/layout/"},"url":"https://www.w3.org/WAI/perspective-videos/layout/"} @@ -486,9 +486,9 @@

Text Transcript with Description of Visuals

- + - + - + Notifications and Feedback | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about notifications and feedback for web accessibility - what are they, who depends on them, and what needs to happen to make them work.","headline":"Notifications and Feedback","image":"https://www.w3.org/WAI/perspective-videos/img/notifications.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/notifications/"},"url":"https://www.w3.org/WAI/perspective-videos/notifications/"} @@ -475,9 +475,9 @@

Text Transcript with Description of Visuals

- + - + - + Text to Speech | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about text to speech for web accessibility - what is it, who depends on it, and what needs to happen to make it work.","headline":"Text to Speech","image":"https://www.w3.org/WAI/perspective-videos/img/speech.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/speech/"},"url":"https://www.w3.org/WAI/perspective-videos/speech/"} @@ -497,9 +497,9 @@

Text Transcript with Description of Visuals

- + - + - + Understandable Content | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about understandable content for web accessibility - what is it, who depends on it, and what needs to happen to make it work.","headline":"Understandable Content","image":"https://www.w3.org/WAI/perspective-videos/img/understandable.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/understandable/"},"url":"https://www.w3.org/WAI/perspective-videos/understandable/"} @@ -468,9 +468,9 @@

Text Transcript with Description of Visuals

- + - + - + Speech Recognition | Web Accessibility Initiative (WAI) | W3C @@ -29,14 +29,14 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Short video about speech recognition for web accessibility - what is it, who depends on it, and what needs to happen to make it work.","headline":"Speech Recognition","image":"https://www.w3.org/WAI/perspective-videos/img/voice.jpg","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/perspective-videos/voice/"},"url":"https://www.w3.org/WAI/perspective-videos/voice/"} @@ -504,9 +504,9 @@

Text Transcript with Description of Visuals

- + - + - + Acknowledgements | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Planning and Managing Web Accessibility is developed by the Education Outreach Working Group (EOWG).","headline":"Acknowledgements","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/planning-and-managing/acknowledgements/"},"url":"https://www.w3.org/WAI/planning-and-managing/acknowledgements/"} @@ -233,9 +233,9 @@

Implementation Plan for Web A - + - + - + Implement | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Weave accessibility implementation throughout the process to minimize overhead and improve the overall quality of the final outcome. Prioritize quick wins and communicate progress to increase commitment and develop a sense of accomplishment.","headline":"Implement","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/planning-and-managing/implement/"},"url":"https://www.w3.org/WAI/planning-and-managing/implement/"} @@ -502,9 +502,9 @@

- + - + - + Planning and Managing Web Accessibility | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"This guide outlines activities to help you integrate accessibility throughout the web production process. This applies to individual projects and on an organizational level. These activities are not necessarily carried out in sequence, and are ideally repeated over time to continually raise the level of accessibility capability.","headline":"Planning and Managing Web Accessibility","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/planning-and-managing/"},"url":"https://www.w3.org/WAI/planning-and-managing/"} @@ -278,9 +278,9 @@

- + - + - + Initiate | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"To succeed, a web accessibility effort must be well grounded in organizational culture, process, and practice. To do this, align accessibility with existing organizational approaches; develop and communicate clear, measurable objectives; and engage stakeholders to secure understanding and broad support throughout the organization.","headline":"Initiate","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/planning-and-managing/initiate/"},"url":"https://www.w3.org/WAI/planning-and-managing/initiate/"} @@ -463,9 +463,9 @@

For more information

- + - + - + Plan | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Careful planning is critical to effective implementation of any accessibility effort. It ensures a clear assessment of the required work, distribution of tasks, and continual follow-up on progress.","headline":"Plan","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/planning-and-managing/plan/"},"url":"https://www.w3.org/WAI/planning-and-managing/plan/"} @@ -513,9 +513,9 @@

Engage with stakeholders

- + - + - + Sustain | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Keeping momentum helps with the accessibility maintenance for completed projects and builds on completed work for new projects. Regular reviews of content, organizational processes, and resources will help ensure that accessibility remains a priority and issues are identified. Developing a management reporting process will help ensure that it is clear where activity is required for follow-up work.","headline":"Sustain","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/planning-and-managing/sustain/"},"url":"https://www.w3.org/WAI/planning-and-managing/sustain/"} @@ -402,9 +402,9 @@

For more information

- + - + - + ARRM Decision Tree for Accessibility Roles and Responsibilities Mapping | Web Accessibility Initiative (WAI) | W3C @@ -172,9 +172,9 @@

- + - + - + ARRM: Accessibility Roles and Responsibilities Mapping | Web Accessibility Initiative (WAI) | W3C @@ -261,9 +261,9 @@

Customizing ARRM for Your Situation - + - + - + Roles Involved in Accessibility | Web Accessibility Initiative (WAI) | W3C @@ -416,9 +416,9 @@

Governance

- + - + - + WCAG Success Criteria ARRM - Accessibility Roles and Responsibilities Mapping | Web Accessibility Initiative (WAI) | W3C @@ -566,9 +566,9 @@

Sample Email 3

- + - + - + Introducción a la formación y al apoyo | Web Accessibility Initiative (WAI) | W3C @@ -285,13 +285,13 @@

Recursos de apoyo

- + - + - + - + Former et promouvoir – Vue d’ensemble | Web Accessibility Initiative (WAI) | W3C @@ -286,13 +286,13 @@

Ressources pour promouvoir l’accessibilité

- + - + - + - + Teach and Advocate Overview | Web Accessibility Initiative (WAI) | W3C @@ -271,9 +271,9 @@

Advocating Resources

- + - + - + Acknowledgements – WAI Evaluation Resource Overview Videos | Web Accessibility Initiative (WAI) | W3C @@ -222,9 +222,9 @@

Website Integration

- + - + - + Changelog for Evaluating Web Accessibility Overview | Web Accessibility Initiative (WAI) | W3C @@ -225,9 +225,9 @@

7 May 2021

- + - + - + Using Combined Expertise to Evaluate Web Accessibility | Web Accessibility Initiative (WAI) | W3C @@ -407,9 +407,9 @@

Appendix

- + - + - + Évaluation de la conformité et rapports | Web Accessibility Initiative (WAI) | W3C @@ -419,13 +419,13 @@

Transcription textuelle avec description des visuels de la v - + - + - + - + Conformance Evaluation and Reports | Web Accessibility Initiative (WAI) | W3C @@ -410,9 +410,9 @@

Text Transcript with Description of Visuals for Conformance - + - + - + WCAG-EM Overview: Website Accessibility Conformance Evaluation Methodology | Web Accessibility Initiative (WAI) | W3C @@ -470,9 +470,9 @@

Who develops WCAG-EM

- + - + - + Visión general sobre la evaluación de la accesibilidad web | Web Accessibility Initiative (WAI) | W3C @@ -515,13 +515,13 @@

Transcripción textual de los contenidos visuales del vídeo - + - + - + - + Évaluer l’accessibilité Web – Vue d’ensemble | Web Accessibility Initiative (WAI) | W3C @@ -515,13 +515,13 @@

Transcription textuelle avec description des visuels de la v - + - + - + - + Evaluating Web Accessibility Overview | Web Accessibility Initiative (WAI) | W3C @@ -500,9 +500,9 @@

Text Transcript with Description of Visuals for Video Introd - + - + - + Impliquer les utilisateurs dans l'évaluation de l'accessibilité Web | Web Accessibility Initiative (WAI) | W3C @@ -544,13 +544,13 @@

Plus d’informations et de conseils

- + - + - + - + Involving Users in Evaluating Web Accessibility | Web Accessibility Initiative (WAI) | W3C @@ -530,9 +530,9 @@

More Information and Guidance

- + - + - + Easy Checks – A First Review of Web Accessibility | Web Accessibility Initiative (WAI) | W3C @@ -1646,9 +1646,9 @@

Encourage thorough accessibility evaluation

- + - + - + Template for Accessibility Evaluation Reports | Web Accessibility Initiative (WAI) | W3C @@ -362,9 +362,9 @@

8. Appendices

- + - + - + Outils d'évaluation - Vue d'ensemble | Web Accessibility Initiative (WAI) | W3C @@ -401,13 +401,13 @@

Transcription textuelle avec description des visuels pour - + - + - + - + Evaluation Tools Overview | Web Accessibility Initiative (WAI) | W3C @@ -388,9 +388,9 @@

Text Transcript with Description of Visuals for Selecting an - + - + - + Selecting Web Accessibility Evaluation Tools | Web Accessibility Initiative (WAI) | W3C @@ -527,9 +527,9 @@

Skills and Knowledge of the - + - + - + Acknowledgements | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Tips for Getting Started with Web Accessibility are developed by the Education Outreach Working Group (EOWG). They were initially developed with support from the WAI-DEV project, co-funded by the European Commission IST Programme.","headline":"Acknowledgements","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/tips/acknowledgements/"},"url":"https://www.w3.org/WAI/tips/acknowledgements/"} @@ -247,9 +247,9 @@

Credits

- + - + - + - Designing for Web Accessibility – Tips for Getting Started | Web Accessibility Initiative (WAI) | W3C + Designing for Web Accessibility – Tips for Getting Started | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Summary","headline":"Designing for Web Accessibility – Tips for Getting Started","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/tips/designing/"},"url":"https://www.w3.org/WAI/tips/designing/"} @@ -922,9 +922,9 @@

Provide controls - + - + - + - Developing for Web Accessibility – Tips for Getting Started | Web Accessibility Initiative (WAI) | W3C + Developing for Web Accessibility – Tips for Getting Started | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Summary","headline":"Developing for Web Accessibility – Tips for Getting Started","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/tips/developing/"},"url":"https://www.w3.org/WAI/tips/developing/"} @@ -856,9 +856,9 @@

Avoid CAPTCHA where possible

- + - + - + Tips for Getting Started | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Get started with accessibility. These tips introduce some basic considerations for making your website more accessible to people with disabilities, and provide links to additional guidance. Tips are grouped by activity; information relevant to your work might be in more than one page.","headline":"Tips for Getting Started","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/tips/"},"url":"https://www.w3.org/WAI/tips/"} @@ -263,9 +263,9 @@

- + - + - + - Writing for Web Accessibility – Tips for Getting Started | Web Accessibility Initiative (WAI) | W3C + Writing for Web Accessibility – Tips for Getting Started | Web Accessibility Initiative (WAI) | W3C @@ -28,13 +28,13 @@ - + +{"@context":"https://schema.org","@type":"BlogPosting","author":{"@type":"Person","name":"W3C Web Accessibility Initiative (WAI)"},"dateModified":"2023-09-24T01:23:07+00:00","datePublished":"2023-09-24T01:23:07+00:00","description":"Summary","headline":"Writing for Web Accessibility – Tips for Getting Started","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.w3.org/WAI/tips/writing/"},"url":"https://www.w3.org/WAI/tips/writing/"} @@ -706,9 +706,9 @@

Keep content clear and concise

- + - + - + Authoring Tools List | Web Accessibility Initiative (WAI) | W3C @@ -1604,9 +1604,9 @@

Support for producing accessible content

- + - + - + Something went wrong | Web Accessibility Initiative (WAI) | W3C @@ -591,9 +591,9 @@

- + - + - + Submit an Authoring Tool | Web Accessibility Initiative (WAI) | W3C @@ -2148,9 +2148,9 @@

Review your submission

- + - + - + Form Submitted | Web Accessibility Initiative (WAI) | W3C @@ -592,9 +592,9 @@

- + - + - + [Draft] Web Accessibility Evaluation Tools List | Web Accessibility Initiative (WAI) | W3C @@ -27963,9 +27963,9 @@

Features

- + - + - + Something went wrong | Web Accessibility Initiative (WAI) | W3C @@ -1496,9 +1496,9 @@

- + - + - + [Draft] Submit a tool - Web Accessibility Evaluation Tools List | Web Accessibility Initiative (WAI) | W3C @@ -3222,9 +3222,9 @@

4/5Submitting your evaluation tool

- + - + - + All WAI Translations | Web Accessibility Initiative (WAI) | W3C