ࡱ> bV( ./  (W3CW3C>CAST's Bobby- Web Accessibility>CAST's Bobby- Web Accessibility(WAIWAI 8W3C "Voice Browser" Activity8W3C "Voice Browser" Activity/ 00DTimes New Roman(0(z[ 0 DArialNew Roman(0(z[ 0  DTimesNew Roman(0(z[ 0 0DPalatino Roman(0(z[ 0  C(.  @n?" dd@  @@``_6" WhooshWAVE 10103RIFFWAVEfmt ++data~~~~~~~~~~~~~~~~~~~~~~~~~~~|||~~~~~zvtvxz|~zvrnlrv||vtrpptz~|xvtv|~~zxvvvz|~xrlhntzzvrrpprrx~|j[QU_|bICCYn[ICY~zlnh]_r|]SUSSjz|x__l~v_]drnUb|nfd_]d]5=rrnj]jz~lMldrx[[_f|YQfWK_xh[zx[CIjzxxdSQz|_fI9WӹM;QnvK;OUx~xj]]YS~ɵlM?plM;CGpٵ[)Kh|% %;xtKQS]ɖbGr|lSnvz~nfS[nëx;Az=+AYݻ|=/1r_ ?|潄W5/Czãf)/pvbMQr|O=OtjdhjlG?G_ɊK3לdQCMppW;1SŷAMz/#?bx͖SAM[hvhYp~~zrvt[]ptWOUtxxd]v~vvxzd_xzh_nrSQltbdp~_lrQ_l][tf]W]~hWfp|fWhnhbU[hzlSCWbYbnxpdhjvjM9Ot]GQ[dpp~hhhdpx~xh]Yntnrp]dlvjQMb|vdjpzxzztljr||_[r~~jb_j|z|xpp~~v]Wh||zx|x|zzndhpxr]Yfntzjl|z||~vppnrzphrxz|~|xtrjjtv~~vz|z||xrrv~xrprtz|||vzxvx|xtx~~~~~~~zxxxx|zxz~~~rrz~|xz~~|vtx|zxz|~~~||zx|||~~zz|zz~~~~|~~||~~||zz|~||z~~~~zxzz|~~~~|~~~|~||~~~~~~~~~~~~~|||~~~~~~~~~~~~~||~~||~||~~~~|||~~~~||||~~~~~~||||~~~~~~~~~~~|~~~~|zz~~~~~~~||||~~||~~~~~|||~~~~~|||~|~|~~~~|z|~~~~~~~|||~~~~~~~~||~~~~~~~~ z <}          S      A@ A5%  8c8c     ?1 d0u0@Ty2 NP'p<'p@A)BCD|E?@8+ , d g4BdBd@z[ 0Rppp@ <4!d!dl 0vg45d5d@z[ 0Hp@ pp<4BdBdl 0vʚ;ʚ;<4ddddl|- 0Xr0___PPT10 2___PPT9/ 0? %O =~8Web Content Accessibility     Introduction    The Internet should be a universal resource for everyone. As designers of Internet content, it is our desire to recognize that our web audience may have differing abilities. Our audience may access our content using varying methods.    Topics to be Covered   Introduction to various disabilities. Introduction to various access methods. Overview of accessible content methods. Overview of accessible content creation resources. Conclusion and Q&A.   Do you know your audience?   VA) Yes. B) No. C) Never really thought about it. D) Who Cares? E) Everyone and Anyone. W  Do you know your audience?   \In general, you probably do. You have tailored your content to your audience and created a terrific site. Correct? Then, you can all go home now. Maybe Not? Let s go on!   0General obstacles of users   Poor or no vision Poor or no hearing Poor or no ability to use keyboard or mouse Seizures Poor reading skills / non english speaking&t       0Access methods used for&    zVisual impairments Screen readers Screen magnifiers Reading browsers/plug-ins Contrast / color / B&W schemes Large screens&hh {  10Access methods used for&    PAuditory impairments Captioning Sign language video interpretation Flash prompts&<< Q  3!0Access methods used for&    yMotor / Fine Motor Impairments On-Screen keyboards Switch scanning Various pointing devices Various Keyboards Voice input&[[ z  2  Seizures...   &Avoid rapidly flashing ads and banners '  6$,Learning Disabilities / Language Differences -  -Voice input Voice Output Language translation .  8&Three Accessibility Priorities   A Web content developer must satisfy this checkpoint. Otherwise, one or more groups will find it impossible to access information in the document. Satisfying this checkpoint is a basic requirement for some groups to be able to use Web documents. A Web content developer should satisfy this checkpoint. Otherwise, one or more groups will find it difficult to access information in the document. Satisfying this checkpoint will remove significant barriers to accessing Web documents. A Web content developer may address this checkpoint. Otherwise, one or more groups will find it somewhat difficult to access information in the document. Satisfying this checkpoint will improve access to Web doc"   9'Guidelines to Accessibility   1.1 Provide a text equivalent for every non-text element (e.g., via "alt", "longdesc", or in element content). This includes: images, graphical representations of text (including symbols), image map regions, animations (e.g., animated GIFs), applets and programmatic objects, ascii art, frames, scripts, images used as list bullets, spacers, graphical buttons, sounds (played with or without user interaction), stand-alone audio files, audio tracks of video, and video. 2.1 Ensure that all information conveyed with color is also available without color, for example from context or markup. 4.1 Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions). $"hL        $        :(Guidelines to Accessibility   f6.1 Organize documents so they may be read without style sheets. For example, when an HTML document is rendered without associated style sheets, it must still be possible to read the document. 6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes. 7.1 Until user agents allow users to control flickering, avoid causing the screen to flicker. 14.1 Use the clearest and simplest language appropriate for a site's content. And if you use images and image maps Provide redundant text links for each active region of a server-side image map. $gf" g  ;)Guidelines to Accessibility   9.1 Provide client-side image maps instead of server-side image maps except where the regions cannot be defined with an available geometric shape. And if you use tables (Priority 1) 5.1 For data tables, identify row and column headers. 5.2 For data tables that have two or more logical levels of row or column headers, use markup to associate data cells and header cells. $"   <*Guidelines to Accessibility   kAnd if you use frames (Priority 1) Yes No N/A 12.1 Title each frame to facilitate frame identification and navigation. And if you use applets and scripts (Priority 1) Yes No 6.3 Ensure that pages are usable when scripts, applets, or other programmatic objects are turned off or not supported. If this is not possible, provide equivalent information on an alternative accessible page. And if you use multimedia (Priority 1) Yes No N/A 1.3 Until user agents can automatically read aloud the text equivalent of a visual track, provide an auditory description of the important information of the visual track of a multimedia presentation. 1.4 For any time-based multimedia presentation (e.g., a movie or animation), synchronize equivalent alternatives (e.g., captions or auditory descriptions of the visual track) with the presentation. $lk"b     =+Guidelines to Accessibility   #And if all else fails (Priority 1) 11.4 If, after best efforts, you cannot create an accessible page, provide a link to an alternative page that uses W3C technologies, is accessible, has equivalent information (or functionality), and is updated as often as the inaccessible (original) page. 2$#""" $  ?-Guidelines to Accessibility: P2   2.2 Ensure that foreground and background color combinations provide sufficient contrast when viewed by someone having color deficits or when viewed on a black and white screen. 3.1 When an appropriate markup language exists, use markup rather than images to convey information. 3.2 Create documents that validate to published formal grammars. 3.3 Use style sheets to control layout and presentation. 3.4 Use relative rather than absolute units in markup language attribute values and style sheet property values. 3.5 Use header elements to convey document structure and use them according to specification. $"   @.Guidelines to Accessibility: P2   3.6 Mark up lists and list items properly. 3.7 Mark up quotations. Do not use quotation markup for formatting effects such as indentation. 6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page. 7.2 Until user agents allow users to control blinking, avoid causing content to blink (i.e., change presentation at a regular rate, such as turning on and off). 7.4 Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages. 7.5 Until user agents provide the ability to stop auto-redirect, do not use markup to redirect pages automatically. Instead, configure the server to perform redirects. $"   A/Guidelines to Accessibility: P2   10.1 Until user agents allow users to turn off spawned windows, do not cause pop-ups or other windows to appear and do not change the current window without informing the user. 11.1 Use W3C technologies when they are available and appropriate for a task and use the latest versions when supported. 11.2 Avoid deprecated features of W3C technologies. 12.3 Divide large blocks of information into more manageable groups where natural and appropriate. 13.1 Clearly identify the target of each link. 13.2 Provide metadata to add semantic information to pages and sites. 13.3 Provide information about the general layout of a site (e.g., a site map or table of contents). 13.4 Use navigation mechanisms in a consistent manner. $"4.         B0Guidelines to Accessibility: P2   #5.3 Do not use tables for layout unless the table makes sense when linearized. Otherwise, if the table does not make sense, provide an alternative equivalent (which may be a linearized version). 5.4 If a table is used for layout, do not use any structural markup for the purpose of visual formatting. And if you use frames (Priority 2) Yes No N/A 12.2 Describe the purpose of frames and how frames relate to each other if it is not obvious by frame titles alone. And if you use forms (Priority 2) Yes No N/A 10.2 Until user agents support explicit associations between labels and form controls, for all form controls with implicitly associated labels, ensure that the label is properly positioned. 12.4 Associate labels explicitly with their controls. $$"hB     `         V    C1Guidelines to Accessibility: P2   And if you use applets and scripts (Priority 2) Yes No 6.4 For scripts and applets, ensure that event handlers are input device-independent. 7.3 Until user agents allow users to freeze moving content, avoid movement in pages. 8.1 Make programmatic elements such as scripts and applets directly accessible or compatible with assistive technologies [Priority 1 if functionality is important and not presented elsewhere, otherwise Priority 2.] 9.2 Ensure that any element that has its own interface can be operated in a device-independent manner. 9.3 For scripts, specify logical event handlers rather than device-dependent event handlers. $"&F     N  4"Skipping Priority 3 due to time   Code for content, not form Attach an ALT attribute to each image Avoid using tables for formatting Use the tag & TITLE attrib Use CSS2 (Cascading Style Sheet 2 ) audio extensions@l        5  5#,Leading to the Future&    Voice XML ? Voice Control & Creation of Web Content Accessing web content via phone / cellphone Internet Voicemail Dynamic Code generation by servers&  @    N     6  7%Accessible Content Resources   /CAST.ORG W3C.ORG W3C - WAI W3C - Voice Browsingb                 U 0 U 0  U 0  U 0/In Closing&    Internet should level the playing field - not add another obstacle We need to make the changes now to be ready for tomorrow as well as providing for equal access today.   >, Thank You!   GQuestions? Answers : $.50 Dumb Looks: Free! Jeff Dorr @ TREcenter.org& = =@3           Pr  ` ffMMM̙̙` ` MMMMMM` f3` ff` 3f3f` ff3ff3` 33>?" dU@*?" dd<@% ( 5" _#@5 K` n?" dd@   @@``@n?" dd@  @@``PP   @ ` ` p>> K0  V( dP ^B  6dp  s * @@P v X Click to edit Master Title Style!!  4  B  p)p?@ v TClick to edit Master text styles Second level Third level Fourth level Fifth level $!    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