Unified Web Site Accessibility Guidelines
 	Check List for Page Authors 
 	Based on ADVANCED DRAFT COPY --Version 8 
 	Trace Research Center, University of Wisconsin
 	W3C Web Accessibility Initiative
 	Edited for slides by Harvey Bingham 
 	8 Nov 1997
 	Summary
 	1..Follow simple guidelines to make content of web documents accessible for those with disabilities.
 	2. Consider guide ratings in making tradeoffs.
 	.	least important one star *
 	.	most important four star **** 
 	3. Apply to HTML and XML.
 	Background
 	1. Work by Gregg Vanderheiden, Co-editor (with Wendy Chisholm) of the Trace Center Web Guidelines.
 	2. Many contributors worldwide.
 	3. W3C Web Accessibility Initiatiave will be next home.
 	4. Current task of the W3C WAI Guidelines Working Group.
 	General Guidance
 	  1. Make text and other information contrast well with the background. ****
 	  2. Never put text over a pattern. ****
 	  3. Provide a link to an alternate accessible page for any page that is not directly accessible..***
 	  4. Provide a title for each page.*
 	Style Sheets
 	  1. Use style sheets for explicit positioning of  text and graphics, and for highlighting sections of a document (font size, formatting, color etc.), not directly in text (except for logical elements such as <STRONG> that provide semantic coding) ****
 	  2. Make pages readable / usable without style sheets (e.g.when the browser does not support or the user prefers not to load).****
 	Color
 	  1. Use color coding only redundantly (Check that page works on black and white monitor). ***
 	  2. Avoid color combinations that are indistinguishable by color-blind (differentiate by grey scale). ***
 	Images and Image Maps (1)
 	  1. Provide ALT-text for all images and image maps. ****
 	  2. Use a descriptive title text for all anchors (avoid Press here). ****
 	  3. Include a longer description of each information-containing graphic, chart, table, diagram) available (e.g., via D-link and longdesc, etc.) If image file format supports internal text, put description there too. ****
 	Images and Image Maps (2)
 	4. Include a description for each link on a client-side image map.
 	OR use one of the following ****
 	4a. Provide a list of the (server-side) image map choices  (links) as text on either the same page or an alternate accessible page.
 	4b. Replace the imagemap by separate images, each with their own non-wrapping alt-text.
 	 Applets
 	1. Require ALT-text describing the information being presented for all applets embedded with the APPLET tag unless use is purely decorative..****
 	2. Provide an alternate presentation of the information in text and optionally in other forms for applets embedded with the OBJECT tag.****
 	Audio and Video (1)
 	1. Provide video captioning descriptions for all video information. ****
 	2. Include a text transcript file with all audio information.****
 	3. Make aural video descriptions in a separate text transcript file. ****
 	Audio and Video (2) 
 	4. Allow for transcript and video description information to be viewed synchronized with audio/video information. 
 	5. Provide a synchronization file or use alternative tracks within media files for captions and video descriptions ***
 	 Audio and Video (3)
 	  6. Provide visual notifications for any sounds that are played automatically on loading a page.****
 	  7. Give a brief description for very short sounds, in the link to the sound file using the TITLE attribute.**
 	Text - Paragraphs, Phrases, Punctuation and Symbols (1)
 	  1. Use proportional and logical styles <EM>, not physical markup <I>..***
 	  2. Avoid BLINK and MARQUEE tags.***
 	  3. Allow user to freeze any moving or blinking text (created with an applet or script).***
 	  4. Nest headings properly. ***
 	Text - Paragraphs, Horizontal Lines, Phrases, and Symbols (2)
 	  5. Avoid small italics (except via style sheet).***
 	  6. Tag acronyms using the ACRONYM tag with title attribute.**
 	  7. Avoid ASCII art and emoticons, or replace with an image and alt-text. **
 	  8. Add titles to horizontal rules. *
 	Lists and Outlining
 	  1. Fully tag lists and list items with proper HTML or XML elements.***
 	Tables (1)
 	  1. Provide proper semantic information and coding for all table and cell data. ****
 	  2. Avoid using tables for page column layout (a stylesheet issue). ***
 	  3. Check that Alt-text fits without wrapping within table cells used to position graphics (hard as user may enlarge fonts). ***
 	Tables (2) 
 	  4. Provide tables of text and numbers in a linear fashion on an alternate page.***
 	  5. Include a phone or fax number or e-mail address if tables cannot be made accessible.**
 	Links
 	  1. Make sure that link phrases make sense when read out of context. ***
 	  2. Separate consecutive links by non-link, printable characters (surrounded by spaces) **
 	  3. Provide keyboard shortcuts for links.*
 	Frames
 	  1. Provide a NOFRAME option.****
 	  2. Give each frame a title.****
 	User-Input Forms (1)
 	  1. Specify a logical tab order..***
 	  2. Group related controls with the FIELDSET element. ***
 	  3. Label groups of controls using the LEGEND element. ***
 	  4. Associate labels explicitly with their controls. *** 
 	User-Input Forms (2)
 	  5. Use default place-holding characters for edit boxes and text areas. **
 	  6. Provide an e-mail mailto address, a phone number, a postal mail address, or fax number for submitting response information. **
 	  7. Include keyboard shortcuts for items and navigation to them.*
 	Scripts
 	  1. Provide a NOSCRIPT option. ****
 	Structure and Navigation of Web Sites (1)
 	  1. Make page layout consistent even though pages or areas do not look identical. **
 	  2. Use clear, consistent navigation structure. **
 	  3. Provide navigation bars in known locations for easy access to the navigation structure. ****
 	Structure and Navigation of Web Sites (2)
 	  4. Give instructions describing the
 	         general layout of the site,
 	         access features used, 
 	         how to use them. **
 	  5. Include a site map. **
 	  6. Provide different types of searches for different skill levels and preferences. **