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RE: RE Checkpoint 3.4 again

From: Gregg Vanderheiden <gv@trace.wisc.edu>
Date: Mon, 30 Jul 2001 00:48:18 -0500
To: "'GLWAI Guidelines WG \(GL - WAI Guidelines WG\)'" <w3c-wai-gl@w3.org>
Message-ID: <003e01c118bb$3c0cb020$066fa8c0@750>
Sorry Anne,
 
Not sure I understand.   
 
Are you saying that all text that is not a link needs to be represented
in non-text form as well?
 
And is that for all pages on all sites or just some pages or sites?
 
(I know there area some sites that are set up for people of all
cognitive levels. But are you saying all pages should have all text info
in non-text form. )
 
Thanks

Gregg
 
 
 
-- ------------------------------ 
Gregg C Vanderheiden Ph.D. 
Professor - Human Factors 
Dept of Ind. Engr. - U of Wis. 
Director - Trace R & D Center 
Gv@trace.wisc.edu < <mailto:Gv@trace.wisc.edu>
mailto:Gv@trace.wisc.edu>, < <http://trace.wisc.edu/>
http://trace.wisc.edu/> 
FAX 608/262-8848  
For a list of our listserves send “lists” to listproc@trace.wisc.edu <
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-----Original Message-----
From: w3c-wai-gl-request@w3.org [mailto:w3c-wai-gl-request@w3.org] On
Behalf Of Anne Pemberton
Sent: Sunday, July 29, 2001 4:13 PM
To: gv@trace.wisc.edu; GLWAI Guidelines WG (GL - WAI Guidelines WG)
Subject: Re: RE Checkpoint 3.4 again
 
Greg,

        I'd suggest that text which is content is the text that needs
equivalents. Text that is a link already has an equivalent at the end of
the click ... text that is in a database or table may or may not need an
equivalent, depending on whether it's content, or just an index .....
Text is a glossary, dictionary, or encyclopedia should have at least one
equivalent ... 

        Did you look at the Nasa site that Katie shared this morning?
http://science.nasa.gov/headlines/y2001/ast23jul_1.htm?list438943 It is
an example of a government site that tried to make their information to
accessible at various levels, but didn't think it through. The 3/4 grade
version is written so that some teachers in Kindergarten, First and
Second grade may be able to use the material with their classes. Now if
they click to the site, and click on 3-4 version, they get all text. The
teacher is reading the text to the class from the screen. She has to
jump back to the basic version to show the illustrations at the
appropriate time. If she skips clicking back, or something doesn't work,
the kids will be fidgeting while she reads and there's nothing to look
at on the screen...  So, we will probably skip that site, since it's not
designed for use across all levels. The poor 3/4 graders deserve
pictures on their version just like they are on the high school/college
version, or better .... 

                                                Anne

At 11:30 AM 7/29/01 -0500, Gregg Vanderheiden wrote:



Hi Anne,

 

You wrote

"       Joe, all elements on a page need an equivalent, not just the 

non-text elements. Text is an element and it needs an equivalent, like
all 

the other elements. 3.4 is the only place this is addressed, and it
doesn't 

do the deed. "

 

and

" > No matter the arguments presented, text is an element on a page, no 

> more, and no less. It needs an equivalent. [...]"

 

 

Are you saying that you think:

 

1) all text on a page needs a non-text equiv?

 

Or 

 

2) just some text on a page needs a non-text equiv?

 

 

Gregg

 

 

-- ------------------------------ 

Gregg C Vanderheiden Ph.D. 

Professor - Human Factors 

Dept of Ind. Engr. - U of Wis. 

Director - Trace R & D Center 

Gv@trace.wisc.edu <mailto:Gv@trace.wisc.edu>, <http://trace.wisc.edu/> 

FAX 608/262-8848  

For a list of our listserves send lists to listproc@trace.wisc.edu
<mailto:listproc@trace.wisc.edu> 

 

 

 
Anne Pemberton
apembert@erols.com

http://www.erols.com/stevepem
http://www. <http://www.geocities.com/apembert45>
geocities.com/apembert45 <http://www.geocities.com/apembert45> 
Received on Monday, 30 July 2001 01:54:39 GMT

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