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Vernon Fowler

Understanding screen reader interaction modes - Tink - 0 views

  • the screen reader intercepts most keypresses before they reach the browser, triggering an interaction with the virtual document instead
  • up/down keys move focus to the previous/next line instead of scrolling the page
  • space key to select a checkbox
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  • enter key is used to activate a link
  • Not all keypresses are captured by the screen reader however. When the tab key is pressed it is automatically passed through to the browser where it causes keyboard focus to move to the next piece of interactive content
  • Although this mode switching may seem unintuitive to someone unused to Windows screen readers, it works well in practice and most screen reader users are unaware of what’s happening “under the hood”.
Vernon Fowler

html5-boilerplate/css/main.css at master · h5bp/html5-boilerplate · GitHub - 0 views

  • /* * Hide from both screenreaders and browsers: h5bp.com/u */.hidden {    display: none !important;    visibility: hidden;}/* * Hide only visually, but have it available for screenreaders: h5bp.com/v */.visuallyhidden {    border: 0;    clip: rect(0 0 0 0);    height: 1px;    margin: -1px;    overflow: hidden;    padding: 0;    position: absolute;    width: 1px;}/* * Extends the .visuallyhidden class to allow the element to be focusable * when navigated to via the keyboard: h5bp.com/p */.visuallyhidden.focusable:active,.visuallyhidden.focusable:focus {    clip: auto;    height: auto;    margin: 0;    overflow: visible;    position: static;    width: auto;}/* * Hide visually and from screenreaders, but maintain layout */.invisible {    visibility: hidden;}
Vernon Fowler

Examples of 'skip links' on some bank sites | The Paciello Group Blog - 0 views

  • Currently browsers do not support keyboard navigation via landmark roles, so for keyboard users who do not also use assistive tech, a visible skip link is needed.
Vernon Fowler

WebAIM: Appropriate use of alternative text - 0 views

  • It is read by screen readers in place of images allowing the content and function of the image to be accessible to those with visual or certain cognitive disabilities. It is displayed in place of the image in user agents (browsers) that don't support the display of images or when the user has chosen not to view images. It provides a semantic meaning and description to images which can be read by search engines or be used to later determine the content of the image from page context alone.
  • The first step when determining appropriate alternative text for an image is to decide if the image presents content and if the image has a function. In most cases, an image will only have a function if it is contained within a link.
  • NOT use the phrases "image of ..." or "graphic of ..." to describe the image.
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  • NOT be redundant or provide the exact same information as text within the context of the image.
  • (no alt attribute) is never the right choice
  • When possible, avoid using "link to" or "click this image" or similar wording in the alt attribute. Links are identified as links by screen readers and should be visually apparent to sighted users.
  • Decorative images do not present important content, are used for layout or non-informative purposes, and do not appear within a link. In almost all cases, spacer and decorative images should have null alt text (alt="").
  • Option C (alt="") would be most appropriate in this case because the image does not convey relevant or important content.
  • Form image buttons must have an alt attribute that describes the function of the button. Image buttons are often used to provide a more visually appealing or a smaller version of the standard form buttons. The alternative text should describe what the button will do when selected, such as "Search", "Submit", "Register", "Place your order", etc. For instance, <input type="image" alt="Submit Search"> might be appropriate for an image button on a site search form.
  • text must be provided to the user which presents the CONTENT and FUNCTION of the images within your web content
  • In many cases, images may be given an empty or null alt attribute (e.g., alt="").
  • Option B is the best choice - it clearly provides the content that is being presented by the image - that the link is to a PDF file.
  • Because this is fairly standard practice, providing alternative text for the image, such as your company name (alt="Acme Company), will usually suffice.
  • It is important to note here that if the icon itself were the link to the document, the alternative text should provide a full alternative of the content and function of the link/image combination. Something like, "Download the employment application in PDF format".
  • Alternative text should: presents the CONTENT and FUNCTION of the image. be succinct.
  • Alternative text should not: be redundant (be the same as adjacent or body text). use the phrases "image of…" or "graphic of…".
  • Alt text of a functional image (e.g., an image within a link) should describe the function as well as the content.
Vernon Fowler

Image ALT Tag Tips for HTML | AccessAbility - 0 views

  • Alt text with acronyms should be written with spaces in between letters. For instance, <alt="I T S at P S U" > (read by a screen reader as "ITS at PSU")
  • While there is no official length restriction on the length of alt text, many experts recommend 125 characters or fewer because of restrictions within the JAWS screen reader.
  • LONGDESC has incomplete support among both visual browsers and screen readers, and is deprecated in HTML5.
Sandra Earl

Blind Access Journal: Window-Eyes 7.0: Releasing the Potential for Momentous Steps Forw... - 0 views

  • A screen reader simply enables a blind person to use the applications and operating system on a computer without sight by converting on-screen text into a Braille or spoken format. Intelligent screen readers like Window-Eyes deliver information in a linear format, interpret the active window, read complex web pages and perform many other advanced functions.
  • Although scripting is, by far, the number one enhancement found in this latest Window-Eyes release, other new features are noteworthy in their own right. Geoffray tells us that Window-Eyes is now 100 percent Unicode compliant. This enables access to foreign language text, certain PDF documents not previously readable, Microsoft Word’s smart quoting feature and any other situation where use of special symbols is required. Intelligent place markers may now be defined on dynamic web pages delivering quick access to a specific area of the page based not only on its virtual line number, but also on the text at the cursor. A new Eloquence speech synthesizer, access to the Firefox 3.0 web browser, support for the public beta version of Internet Explorer 8.0
Sandra Earl

Digital Web Magazine - Understanding Disabilities when Designing a Website - 0 views

  • In the UK In the US 2m people have a vision impairment3 10m people have a vision impairment4 8.2m people have mild to moderate deafness5, 688,000 people have severe to profound deafness6 28m people have a hearing impairment7 3.4m people have a physical disability8 8m people have a physical disability9 1.5m people have a learning disability10 6.8m people have a learning disability11 6m people have dyslexia12 25m people have dyslexia13
  • Most people who are blind will rely on screen reading software such as
  • JAWS or Windows-Eyes
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  • refreshable Braille device which converts the text on the website into Braille.
  • Place form instructions before the form field
  • To improve accessibility and usability for screen reader users, form field requirements must be placed before the form field itself.
  • Provide a ‘skip to main content’ link Screen reader users benefit from a ‘skip to main content’ link as it enables them to jump over lengthy navigation to the main content of the web page, reducing the amount of content they have to listen to.
  • Ensure link text is descriptive Screen reader users using software such as JAWS can listen to the links on a web page through functionality known as a links list. If link text is not descriptive—solely using phrases such as “click here” or “more information”, for example—there is no way for screen reader users to determine where the link will take them.
  • Provide descriptive web page titles The first piece of information a screen reader user will listen to when they open a web page is the <title> assigned to the page. It is important, therefore, to use a title which reflects the content of the web page.
  • Provide descriptive headings It is important to provide descriptive headings
  • Screen reader users often listen to headings out of context from the main content
  • Provide audio descriptions and transcripts of video content Screen reader users depend on audio descriptions to provide additional information about important visual content displayed within a video.
  • Transcripts are written accounts of the video or audio content and can include additional information such as comments and descriptions
  • screen reader users cannot use a mouse
  • People with low vision will tend to use magnification software to make reading a website easier. Depending on the severity of their vision impairment, these users may combine magnification and screen reading software by using software products such as Supernova or ZoomText. For milder vision impairments, users may just increase the default size of text within their browser settings or change the colors to make the content more comfortable to read.
  • Avoid using images of text
  • Ensure text can be resized
  • Place key information in specific locations of the screen
  • ebsite search functionality is often located in the top-right corner of the web page
  • Juicy Studio color contrast analyzer.
  • it is possible to determine whether the colors chosen meet the minimum requirements specified in the WCAG Guidelines.
  • People with a hearing impairment tend not to use assistive software to improve their web browsing experience. Instead, they rely on the website being accessible by providing any audio content in alternative formats, such as captioning or transcripts.
  • By making audio content accessible for users with a hearing impairment, it also makes the content accessible for other users who find themselves in an environment where audio cannot be heard.
  • library with the sound turned down; they may be in a noisy environment where it is difficult to hear the audio; or they may be using a computer without speakers.
  • Provide captions for any video content
  • Provide transcripts of the spoken audio Where content is spoken without video, such as in a podcast, it is important to provide a transcript. It is recommended that the transcript be provided in plain accessible HTML to allow access by the widest possible audience, as opposed to a Microsoft Word or Adobe PDF document.
  • Physical disabilities range in severity from those who are temporarily disabled, for example having a broken arm, to those who are quadriplegic and have no use of any limbs. Depending on the severity of the physical disability, these users may access websites through voice recognition software such as Dragon Naturally Speaking.
  • However, what all users with a physical disability have in common is limited or no ability to use a mouse. This means that content within the website that requires a mouse click or fine motor control cannot be accessed by these users.
  • Ensure all content can be accessed via the keyboard
  • Users with a physical disability will have limited or no ability to use a mouse and as such will navigate websites using the keyboard.
  • Provide a focus state for links
  • Provide visible skip links Skip links are links that become visible when they receive focus, and are helpful for users with a physical disability. Keyboard users must tab through the web page to reach the particular link they are interested in—skip links allow lengthy navigation to be bypassed and reduce the number of key presses required to activate links in the main content.
  • Avoid moving targets Avoid using moving targets such as tickers, as users with a physical disability can find them very difficult to use.
  • Provide large clickable areas
  • provide sufficient whitespace between links
  • People with a cognitive or learning disability may have difficulties with memory, problem solving, perception, and conceptualization. In addition, people with a learning disability may have issues with reading and comprehension such as dyslexia.
  • To enhance the usability of the website for these users it is important that content is written in plain English, page layouts are simple in design, navigation is clear and consistent and there is no moving content to impede comprehension.
  • Provide the same look and feel throughout all pages of the website. Ensure that the navigation and main content are located in the same area of every page. Additionally, consider color coding different sections within the website. Users with cognitive or learning disabilities tend to find it easier to navigate around sections which are color coded.
  • Provide a site map A site map will enable users with a cognitive or learning disability to have a clear idea of the breadth of content contained within the website. The site map also enables users to directly access any page on the website, and helps if the user becomes lost.
  • Use a resizable sans-serif font which is left-aligned To increase readability for users with a cognitive or learning disability, use a sans-serif font which can be resized. Additionally, left-align content—justified text is more difficult to read due to the uneven spacing between words. Italicized and capitalized text should also be kept to a minimum to aid readability.
  • Provide helpful error messages
  • Offer speech output Organizations such as Browse Aloud and Textic enable content from a website to be spoken when highlighting the words on a web page. Offering this functionality is especially helpful for users who find it difficult to read large amounts of text.
  • Provide an Easy Read Version Consider providing an ‘easy read’ version of complex content. This combines plain text with images to aid understanding of the information. For an example of an easy read document see the Department of Health’s Making Lives Better for People with a Learning Disability.
  • Provide different color schemes People with cognitive or learning disabilities may benefit from different color scheme options. It is helpful if an easy read scheme such as a lemon background with dark text, and a hi-viz scheme such as a black background with yellow text, are provided.
Sandra Earl

Multiple form labels and screen readers | 456 Berea Street - 0 views

  • Well, it turns out you can do that. From The LABEL element in the HTML 4.01 specification: The LABEL element may be used to attach information to controls. Each LABEL element is associated with exactly one form control. The for attribute associates a label with another control explicitly: the value of the for attribute must be the same as the value of the id attribute of the associated control element. More than one LABEL may be associated with the same control by creating multiple references via the for attribute. Sounds great, doesn’t it? A quick check in graphical web browsers shows that they associate multiple labels with the input field (as evidenced by the input field gaining focus when either label is clicked). But what about screen readers? It would be so useful if this would work… Unfortunately, and perhaps unsurprisingly, it looks like it doesn’t quite work as well as you’d hope. I mentioned this briefly in Use the label element to make your HTML forms accessible, but I think it’s worth bringing up again since full support for multiple labels would help us make forms more accessible to screen reader users while keeping visual designers happy. I am far from an expert user when it comes to screen readers, but I’ve done some limited testing with mostly disappointing results. Apple VoiceOver does not recognise more than one label element associated with a form control and reads only the label that comes first in the document’s source order. JAWS and Window-Eyes both do the opposite and read only the last label when an input field gains focus. The only screen reader of those that I tested that does handle multiple labels is Fire Vox. The exact results may obviously depend on user configuration and reading modes, and there may be other screen readers that get it right, but these results indicate that screen reader behaviour is too inconsistent for multiple labels to be a reliable technique.
Sandra Earl

Unobtrusive and keyboard accessible connected select boxes | 456 Berea Street - 0 views

  • Any web developer who has created a reasonably complex form is probably aware of the concept of multiple select elements that are connected – choosing something from one select box either makes a new select box appear or changes the options of one that is already visible. There are usually two problems with this approach. One is that most implementations are completely dependent on JavaScript being available. Often there either is no submit button at all, or there is a submit button but without JavaScript there is no way to access the options that appear only as a result of changing the first select box. The other problem is that in some browsers, using the cursor keys to change the selected option triggers the onchange event immediately, so you can never get past the first option unless you know how to use your keyboard to display all options. I normally work around these problems by requiring users to submit the form to get the next set of options from the server. Obviously that isn’t an ideal solution either. So what other options do we have? One option that looks promising is described by Christian Heilmann in Unobtrusive connected select boxes - yet another solution approach. It involves using optgroup elements to create a two-level select box, which is then split into two separate select boxes if JavaScript is available. Neat. The solution Chris describes solves (or at least mitigates) the keyboard access problem since it doesn’t reload the page when the onchange event is triggered. And if JavaScript is unavailable, there is a single select box with option groups. The catch is that nested optgroup elements are not allowed in current versions of HTML, so this will not work when more than two connected select boxes are needed. Nested optgroup elements are allowed in the current Web Forms 2.0 Working Draft, so I guess there is a reasonable chance of that change making it into HTML 5.
Sandra Earl

Designing for Dyslexics: Part 3 of 3 - Accessites.org - 0 views

  • Shorter line lengths and narrower text columns make reading easier.
  • Consider setting a percentage width for text areas and set the margins to “0 auto” via CSS. The page side margins will then increase proportionately on wider screens.
  • Most browsers have a default line-height of around 1em. This normally results in closely packed lines of text. Increasing the line-height to around 1.3em immediately makes longer lines of text easier to read. Likewise, ensure that paragraphs are visibly separated. Don’t be afraid of white space. Use it to enhance readability.
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  • percentages or ems.
  • If possible, use a sans-serif font. The decorative “hooks” on the main strokes of serif letters may create additional problems for dyslexic users.
  • If you have to use a corporate serif font, consider reducing the letter-spacing slightly so that the letters within a word lie closer together but increasing the word-spacing to create a slightly larger distance between individual words.
  • uneven word spacing disrupts that pattern recognition.
  • Unjustified text, although less attractive at first glance. is far easier to read.
  • When italic fonts are used on a web page, the individual letters can have a slightly jagged line compared to a non-italic font. This “pixelation,” coupled with their “lean to the left” makes them hard for a dyslexic person to read. The effect is compounded if the text is also small.
  • Use italics sparingly and consider bold text for important words. They’ll be far easier to read.
  • Photographs, charts and icons can convey a great deal of information regarding the topic of a page. Graphics can break the page up into smaller chunks. They can also provide visual memory aids and support comprehension for dyslexics.
  • Dyslexics often have poor organisational skills. Lists can help them by organising information into small, logical chunks.
  • Dyslexics tend to have poor information processing skills. So it is relatively easy to overload them by literally providing too much information on one page.
  • Within a page, use headings to sub-divide the page logically and visually. Adding coloured heading backgrounds or borders will act as further support.
  • Consider breaking complex pages down into two or three smaller pages.
  • Keep site navigation simple and logical. Make sure that the Home page is easily reachable from any part of the site. Try not to “hide” this important link in a logo.
  • break long sentences down into two or more shorter sentences
  • Many designers do not realise that some screen reader users can see perfectly well. It is not uncommon for dyslexics to use screen readers to support their reading. This may create problems where text has been positioned off screen.
  • If you do make use of off screen positioning, try to do so sympathetically. Consider the viewpoint of those who can both hear the screen reader and see the page. Ask yourself if you’re potentially creating confusion.
Vernon Fowler

HTML5 Accessibility: aria-hidden and role="presentation" | Unrepentant - 0 views

  • any user accessing the Accessibility API
  • aria-hidden=”true” + role=”presentation”
    • Vernon Fowler
       
      Use both attributes for cases where browser/OS/screen-reader combinations don't support WAI-ARIA.
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