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Project PACE

Accessibility Checklist for Web Content and Online Courses: A Self-Assessment Tool

Printable Version of Checklist (MSWord)

Navigation

  • Establish consistent navigation throughout the site or course.
    • Predictable navigation is helpful to all users.
  • If images (such as buttons or icons) are used for navigation, be sure to include
    meaningful and simple alt text.
    • See “graphics” section below.
  • Build your site so that it can be navigated using a keyboard or through the use of assistive technology.
    • To test this, use the tab and enter keys on your keyboard to navigate through your site and make sure each link can be accessed in this way and that the order is correct.
  • In some courseware, if you use an image other than the default image for a particular function, such as “e-mail” or “chat,” a screen reader will read it simply as “link” instead of including the name of the link.
    • Use default icons or inform students of this problem. Or ask for technical assistance to add alt text to the icon.

Graphics

  • Include alt tags and/or long descriptions (if the graphic element provides detailed information).Best practice: Include a long description tag AND a “D-link” for those using older screen readers.
    • < img xsrc=”map.gif” mce_src=”map.gif” alt=”Map of Arkansas with UA System Schools” longdesc=”uasystemmap.htm” / >
    • < a xhref=”uasysmap.htm” mce_href=”uasysmap.htm” >d</a>
    • Contact the DRC office for assistance with writing long descriptions.
  • When images are not important to the meaning of the document, include a “blank” alt tag so that the screen reader does not read the image name.
    • <img xsrc=”squiggle.gif” mce_src=”squiggle.gif” alt= “” / >

Video Clips

  • Include captions for students who are deaf or hard of hearing and audio descriptions of video for students who are blind or have low vision.Best Practice: Also make a CD-ROM version of video clips available for users with slow connections.

Audio Clips

  • Include a link to transcripts of any audio clips that you use.
    • <a xhref=”trans4.htm” mce_href=”trans4.htm” >Transcript of Lecture #4</a>

Tables for Layout

  • Make sure a screen reader will read the table in an order that makes sense to the user.Use a validation tool that will show you the order that the cells will be read
    by a screen reader. If you are working within a course shell, the tools described
    below will not work to check accessibility. You will need assistance from someone
    who can check the course with assistive technology. Contact StaR (569-8954) or
    Project PACE (569-8410).

Tables for Data

  • So that the relationship of data cells to each other is clear to students accessing the site with a screen reader, data cells must be associated with header cells.
  • Since some screenreaders may not read tables correctly, we recommend
    including a text alternative.
    • Include a “d-link” (as described above in the “graphics” section).
  • Include a table summary and a caption for the table.
    • <table summary=”This table contains data that shows the relationship between sunlight exposure and growth of plant”><caption>Table 1. Effect of sunlight exposure on plants</caption>

Color and Contrast

  • Make sure text is on a background with good contrast.
    • Black text on a white or a light background is ideal.
  • Avoid using color only to convey meaning.
    • If you use color as a method for categorizing topics or coding items, make sure there are other designations. Use shapes and color or text and color.

Flashing/ Flickering Objects

  • Avoid flashing and flickering graphics and text. Flickering items trigger seizures for people who have seizure disorders.
    • If you have a graphic that you must use that flickers, create a separate link to it with a warning that it flickers.

Related Links

Exams

  • Most exams and practice exams designed for online courses are set up as forms. Forms can be made accessible to screen readers, but there are too many accessibility fixes to list them all here.Best Practice: Create a practice test and allow students to take this exam prior
    to the first exam. Students with assistive technology will have the opportunity
    to test their technology with your test format.
    • Tutorials on making forms accessible can be found online. For a tutorial on making forms accessible, visit: www.webaim.org/howto/forms
  • If you use pre-packaged exams and practice exams, the feedback the student gets after submitting the exam may not be accessible.
    • Be prepared to provide this feedback in an alternate format, include a statement somewhere on the site that instructs the student how to handle this accessibility concern.

UALR Resources

For technical assistance, contact:

Project PACE Web Accessibility: www.ualr.edu/pace/index.php/home/hot-topics/web-access/

Policy on Web Page Access for People with Disabilities:
www.ualr.edu/provost/webaccesspolicy.html

WebAIM Online Training Course: www.ualr.edu/pace/webaim - This training package is made available through Project PACE with a grant from the U.S. Department of Education, Office of Postsecondary Education.

Instructions for accessing this training: Using Internet Explorer, enter your user name, password, and domain (e.g. facstaff).
Using Netscape, login with the domain name and your username in the username field (e.g. facstaff\username).

This handout was prepared by Project PACE, University of Arkansas at Little Rock, funded by the U.S. Department of Education, Office of Postsecondary Education, #P333A990056-01. Permission is granted for duplication.

Updated 8.1.2008