- From: lisa.seeman <lisa.seeman@zoho.com>
- Date: Mon, 22 Jun 2015 17:24:43 +0300
- To: "public-cognitive-a11y-tf" <public-cognitive-a11y-tf@w3.org>
- Message-Id: <14e1ba4c2ec.c1643faa55646.3526606952405693970@zoho.com>
New success criteria are needed as follows:
Note dyscalculia techniques need to be added.
Under WCAG 1.1 Perceivable
We suggest adding from COGA Techniques the following as success criteria:
4.4 Augmentative with signs (note we need more work on this technique)
Under WCAG 1.3 Create content that can be presented in different ways (for example simpler layout) without losing information or structure.
We suggest adding from COGA Techniques the following as success criteria:
4.1 Enable adaptability
4.1.1 Explanation and who it helps:
4.1.2 Sources/research:
4.2 Provide symbols on key content
4.2.1 Explanation and who it helps:
4.2.2 Sources/research:
4.3 Use semantics to provide extra help
4.3.1 Explanation and who it helps:
4.3.2 Sources/research:
Under WCAG 2.2 Provide users enough time to read and use content.
We suggest adding from COGA Techniques:
2.3 Use clear visual affordances.
2.11 Attention
2.11.1 Avoid distracting elements
2.11.2 No Interruptions
2.11.3 Help The User Focus
Under WCAG 3.1
We suggest adding from COGA Techniques the following as success criteria:
2.1 Use a clear structure
2.1.1 Break your content into manageable chunks
2.1.2 Use headings and labels describe topic or purpose.
2.1.3 Use consistent styles
2.1.4 Use presentation, color and symbols to convey structure, and relationships
2.1.5 Use lists
2.1.6 Use presentation to show structure
2.2 Use symbols and images to show meaning
2.5 Writing style
2.5.1 Be Clear and to the point
2.5.2 Give instructions clearly.
2.5.3 Use active rather than passive voice.
2.5.4 Avoid double negatives.
2.5.5 Checking Readability
3.1 Limit the number of features and choices on the same screen. (some users only)
3.1.1 Explanation and who it helps:
3.1.2 Sources/research:
Under WCAG 3.2 Make Web pages appear and operate in predictable ways.
We suggest adding from COGA Techniques the following as success criteria:
2.4 Be predictable
Under WCAG 3.3 Help users avoid and correct mistakes.
We suggest adding from COGA Techniques the following as success criteria:
2.6 Provide rapid and direct feedback.
2.7 Help meaning
2.7.1 Include short tooltips on all icons, jargon
2.7.2 Use of charts and graphics
2.7.3 Use of synchronized highlighting, of complex graphics and formula with speech
2.8 Use a clear font and layout
2.9 Help users complete and check their work
2.9.1 Enough Time
2.9.2 Avoid Loss of data
2.9.3 Prevent errors
2.9.4 Make it easy to undo mistakes
2.10.1 Provide context sensitive help
2.10.2 Include short tooltips on all icons, jargon
2.10.3 Provide human help
2.10.4 Provide speech support
NOTES
This is a review of the techniques identifying support in WCAG
· 2.1 Use a clear structure (should be under Guideline 3.1 Readable: Make text content readable and understandable. But SC do not support it)
2.1.1 Break your content into manageable chunks
2.1.1.1 Explanation and who it helps:
2.1.1.2 Sources/research:
2.1.2 Use headings and labels describe topic or purpose. (also somewhat in WCAG 2.4.10 AA) 2.1.2 Use headings and labels describe topic or purpose.§- )
Simple colored headings with fonts two size larger than general content to aid navigation skills
2.1.2.1 Explanation and who it helps:
2.1.2.2 Sources/research:
2.1.3 Use consistent styles (add new technique for 3.2.3 Consistent Navigation and 3.2.4 Consistent Identification: -aa) Ensure:
appearance of controls and menu items consistent in all areas
clarity of display on plain backgrounds
fonts are of a single style
icons, controls and menus are used consistently across your site
2.1.3.1 Explanation and who it helps:
2.1.3.2 Tags
2.1.3.3 Sources/research:
2.1.4 Use presentation, color and symbols to convey structure, and relationships
2.1.4.1 Explanation and who it helps:
2.1.4.2 Sources/research:
2.1.5 Use lists (covered in 1.3.1 Info and Relationships: Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text. (Level A))
2.1.5.1 Explanation and who it helps:
2.1.5.2 Sources/research:
2.1.6 Use presentation to show structure
2.1.6.1 Explanation and who it helps:
2.1.6.2 Sources/research:
2.2 Use symbols and images to show meaning
2.2.1 Sources/research:
2.3 Use clear visual affordances.
2.3.1 Sources/research:
2.4 Be predictable (also see Guideline 3.2 Predictable: Make Web pages appear and operate in predictable ways. 3.2.1 On Focus: When any component receives focus, it does not initiate a change of context. (Level A)
3.2.2 On Input: Changing the setting of any user interface component does not automatically cause a change of context unless the user has been advised of the behavior before using the component. (Level A)
3.2.3 Consistent Navigation: Navigational mechanisms that are repeated on multiple Web pages within a set of Web pages occur in the same relative order each time they are repeated, unless a change is initiated by the user. (Level AA)
3.2.4 Consistent Identification: Components that have the same functionality within a set of Web pages are identified consistently. (Level AA))
Ours also adds presentation to the mix and standard layout design
The more predictable your content is the easier it is to know how to use it.
Use a consistent layout for all your content
Use the same icons and buttons to serve the same function
Use the same linked text to go to the same page
Use standard layout design, so it is easy to find common content. In 2015 in English sites this includes:
the search box is in the right hand corner
a link to home page in the left hand corner
site map in the footer, etc.
2.4.1 Explanation and who it helps:
2.4.2 Sources/research:
2.5 Writing style (add to guideline 3 - understandable)
2.5.1 Be Clear and to the point Ensure that:
the message is clear
extraneous information is separated (preferably removed)
one message is delivered at a time
key points are separated out
use short clear sentences
avoid multiple points in one sentence
choose words that are in general use
use common words that are easily understood by your audience
avoid hyphenated words and acronyms (unless they are easily understandable)
be factual
use clear headings to signpost information
lists and bullet points are used
order of statements is logical
use words that make it clear what will happen when links and buttons are used (such as "search" in place of "submit")
(in part covered by 3.1.4 Abbreviations and 3.1.3 Unusual Words: A mechanism is available for identifying specific definitions of words or phrases used in an unusual or restricted way, including idioms and jargon. (Level AAA)
2.5.1.1 Explanation and who it helps:
2.5.1.2 Sources/research:
2.5.2 Give instructions clearly.
use short clear sentences
use simple, clear words
do not miss out steps
do not assume users can guess what you mean
leave plenty of space between lines (at least 1.5 spacing between lines
limit decisions/options for user
2.5.2.1 Explanation and who it helps:
2.5.2.2 Sources/research:
2.5.3 Use active rather than passive voice.
Ensure that the subject starts the sentence
Possible use of ‘you’ but careful use of other pronouns such as ‘she’, ‘he’ etc ii
Determiners such as ‘this’ and ‘that’ can confuse
2.5.3.1 Explanation and who it helps:
2.5.3.2 Sources/research:
2.5.4 Avoid double negatives.
2.5.4.1 Explanation and who it helps:
2.5.4.2 Sources/research:
2.5.5 Checking Readability (covered in part by 3.1.5 Reading Level AAA)
Check long documents in sections to determine which parts are too hard to read. Flesch Reading Ease score: Rates text on a 100-point scale. The higher the score, the easier it is to understand the document. For most standard documents, aim for a score of approximately 70 to 80. Flesch-Kincaid Grade Level score: Rates text on a U.S. grade-school level. For example, a score of 5.0 means that a fifth grader, i.e., a Year 6, average 10 years old, can understand the document. For most standard documents, aim for a score of approximately 5.0 by using short sentences, not by simplifying vocabulary.
2.6 Provide rapid and direct feedback.
2.6.1 Explanation and who it helps:
2.6.2 Sources/research:
2.7 Help meaning (all of Guideline 3.3 Input Assistance: Help users avoid and correct mistakes. Is good we also add…)
2.7.1 Include short tooltips on all icons, jargon
2.7.1.1 Notes/ sources:
2.7.2 Use of charts and graphics
2.7.2.1 Explanation and who it helps:
2.7.2.2 Sources/research:
2.7.3 Use of synchronized highlighting, of complex graphics and formula with speech
2.8 Use a clear font and layout
2.8.1 Sources/research:
2.9 Help users complete and check their work
2.9.1 Enough Time Timed event should be avoided – if they are necessary there need to be clear controls, pauses and the ability to return to the original point and an alternative is included. (Compare to WCAG 2.2.1 Timing Adjustable: For each time limit that is set by the content, at least one of the following is true: (Level A) however the options is not useful for COGA- Extend: The user is warned before time expires and given at least 20 seconds to extend the time limit with a simple action (for example, "press the space bar"), and the user is allowed to extend the time limit at least ten times; etc.
Covered better at AAA 2.2.3 No Timing: Timing is not an essential part of the event or activity presented by the content, except for non-interactive synchronized media and real-time events. (Level AAA)
2.9.1.1 Sources/research:
2.9.2 Avoid Loss of data Data needs to be held, saved and available if web pages are refreshed by accident, closed or new tabs are opened. There needs to be the ability to return to forms partially filled and the ability to save content but security issues may prevent this on some websites.
2.9.2.1 Explanation and who it helps:
2.9.2.2 Sources/research:
2.9.2.3 Notes/ sources
2.9.3 Prevent errors (also see 3.3.4 Error Prevention (Legal, Financial, Data) and 3.3.6 Error Prevention (AAA for all): For Web pages that require the user to submit information, at least one of the following is true: Reversible: Submissions are reversible. Checked: Data entered by the user is checked for input errors and the user is provided an opportunity to correct them. Confirmed:
We add here possible prevent the user from making errors and needing to fix them
Require as little information as possible. Make it visually clear what information is required
Provide instructions
Accept as many formats as possible, such as different ways of writing a phone number and date formats
Correct errors in the backend, such as the post code being written in the text field with the city or state information
Provide a summary before submitting important information. Make it one click to repair information
Users often confuse advertisements and native content. Put advertisements in a box clearly marked as "advertisement". Keep advertisement septate from native content.
Users often forget about the scroll. Put any important features, such as save and send, above the scroll.
Never trick the user into buying or agreeing to something that they did not understand, or create a price structure that is unclear. For example,
never increase the number of items (such as having a default of two) if the user may not notice
never have hidden charges that are only brought to the users attention after they have given their credit card information. All charges must be clear before the start of the transaction task.
2.9.3.1 Sources/research:
2.9.3.2 Notes/ sources
2.9.4 Make it easy to undo mistakes (note this is not an alternative but a must) Where technically feasible undo and redo should be provided.
Users should be able to go back steps to correct errors without losing their work. For example, breadcrumbs can be provided with previous steps clickable.
Avoid reset buttons which can be confusing and users can hit them accidentally, losing their work.
Provide clickable breadcrumbs that allow users to see the previous steps, go back, and change them.
Support should be provided if undo is not available.
Error text should say what the error is and tell the user how to correct it.
Error text should be simple, clear and friendly.
2.9.4.1 Explanation and who it helps:
2.9.4.2 Sources/research:
2.10 Provide Help
2.10.1 Provide context sensitive help (covered by 3.3.5 Help: Context-sensitive help is available. (Level AAA) at low level
2.10.1.1 Sources/research:
2.10.2 Include short tooltips on all icons, jargon
2.10.2.1 Sources/research:
2.10.3 Provide human help
2.10.3.1 Sources/research:
2.10.4 Provide speech support Note Always make sure you have used accessible format and that all content can be converted to speech (see WCAG 2.0)
However, screen readers can be complex to use. If you want the maximum number of people to use your site add an icon or button on the page that reads the content to the user without requiring them to install a screen reader.
2.10.4.1 Sources/research:
2.11 Attention
(WCAG does not address coga needs
WCAG 2.2.4 Interruptions: Interruptions can be postponed or suppressed by the user, except interruptions involving an emergency. (Level AAA)
2.2.2 Pause, Stop, Hide: For moving, blinking, scrolling, or auto-updating information, all of the following are true: (Level A) Moving, blinking, scrolling: For any moving, blinking or scrolling information that (1) starts automatically, (2) lasts more than five seconds, and (3) is presented in parallel with other content, there is a mechanism for the user to pause, stop, or hide it unless the movement, blinking, or scrolling is part of an activity where it is essential; and Auto-updating: For any auto-updating information that (1) starts automatically and (2) is presented in parallel with other content, there is a mechanism for the user to pause, stop, or hide it or to control the frequency of the update unless the auto-updating is part of an activity where it is essential.)
2.11.1 Avoid distracting elements such as
Blinking text (the threshold lickering or flashing content, refer to Guideline 2.3. is not relevant)
Scrolling banners are avoided
Text is kept to narrow columns in the center of the site
Low or No unasked for Background Audio or video (1.4.7 Low or No Background Audio AAA and 1.4.2 Audio Control: If any audio on a Web page plays automatically for more than 3 seconds, either a mechanism is available to pause or stop the audio, or a mechanism is available to control audio volume independently from the overall system volume level. (Level A)
Extraneous and inconsequential media events are avoided
No sudden changes occur on the site ( Covered in part by
2.11.1.1 Sources/research:
2.11.1.2 Notes/ sources
2.11.2 No Interruptions No sudden changes occur on the site
No unasked for media events
chat can be easily turned off
(3.2.5 Change on Request: Changes of context are initiated only by user request or a mechanism is available to turn off such changes. (Level AAA))
(WCAG 2.2.4 Interruptions: Interruptions can be postponed or suppressed by the user, except interruptions involving an emergency. (Level AAA)
2.11.2.1 Sources/research:
2.11.2.2 Notes/ sources
2.11.3 Help The User Focus
2.11.3.1 Sources/research:
· 3. Techniques for specifc groups
3.1 Limit the number of features and choices on the same screen.
3.1.1 Explanation and who it helps:
3.1.2 Sources/research:
· 4. Techniques under development
4.1 Enable adaptability Should be under 1.3 – adaptability, but SC do not support it 1.3.1 Info and Relationships: Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text. (Level A))
4.1.1 Explanation and who it helps:
4.1.2 Sources/research:
4.2 Provide symbols on key content
4.2.1 Explanation and who it helps:
4.2.2 Sources/research:
4.3 Use semantics to provide extra help
4.3.1 Explanation and who it helps:
4.3.2 Sources/research:
4.4 Augmentative with signs (See wcag 1.2.6 Sign Language (Prerecorded): Sign language interpretation is provided for all prerecorded audio content in synchronized media. (Level AAA)
4.4.1 Explanation and who it helps:
4.4.2 Pass examples:
4.4.3 Failure examples:
4.4.4 Sources/research:
Add dyscalculia examples!!!
All the best
Lisa Seeman
Athena ICT Accessibility Projects
LinkedIn, Twitter
Received on Monday, 22 June 2015 14:25:16 UTC