Web Content Accessibility Guidelines 2.0

Appendix A: Glossary (Normative)

This section is normative.

abbreviation

shortened form of a word, phrase, or name

Note: Includes initialisms and acronyms.

acronym

abbreviation made from the initial letters of a name or phrase that contains several words

Note: Many acronyms can be pronounced as words.

Example: NOAA is an acronym made from the initial letters of the National Oceanic and Atmospheric Administration in the United States.

activity where timing is essential

activity where timing is part of the design of the activity and removal of the time dependency would change the functionality of the content

alternate version

version that provides all of the same information and functionality and is as up to date as any non-conformant content

analog, time-dependent input

input whose result is different depending on the rate of the analog movement (such as when line width varies with pen speed or pressure.)

Note: Most actions carried out by a pointing device can also be done from the keyboard (for example, clicking, selecting, moving, sizing). However, there is a small class of input that is done with a pointing device that cannot be done from the keyboard in any known fashion. This type of input can be best characterized by the fact that the outcome can only be achieved by moving the pointer in a smooth fashion at a certain rate. For example, in a watercolor program stroke width and opacity may depend on the rate of movement (and/or pressure) of a "brush".

Application Programming Interface (API)

definitions of how communication may take place between applications

Note 1: Implementing APIs that are independent of a particular operating environment (as are the W3C DOM Level 2 specifications) may reduce implementation costs for multi-platform user agents and promote the development of multi-platform assistive technologies. Implementing conventional APIs for a particular operating environment may reduce implementation costs for assistive technology developers who wish to interoperate with more than one piece of software running on that operating environment.

Note 2: A "device API" defines how communication may take place with an input or output device such as a keyboard, mouse, or video card.

Note 3: In this document, an "input/output API" defines how applications or devices communicate with a user agent. As used in this document, input and output APIs include, but are not limited to, device APIs. Input and output APIs also include more abstract communication interfaces than those specified by device APIs. A "conventional input/output API" is one that is expected to be implemented by software running on a particular operating environment. For example, the conventional input APIs of the user agent are for the mouse and keyboard. For touch screen devices or mobile devices, conventional input APIs may include stylus, buttons, and voice. The graphical display and sound card are considered conventional output devices for a graphical desktop computer environment, and each has an associated API.

Note 4: This definition is based on User Agent Accessibility Guidelines 1.0 Glossary.

ASCII art

picture created by a spatial arrangement of characters (typically from the 95 printable characters defined by ASCII).

Assistive technology (in the context of this document)

a user agent that:

1. relies on services (such as retrieving Web content and parsing markup) provided by one or more other "host" user agents. Assistive technologies communicate data and messages with host user agents by using and monitoring APIs.

2. provides services beyond those offered by the host user agents to meet the requirements of users with disabilities. Additional services include alternative renderings (e.g., as synthesized speech or magnified content), alternative input methods (e.g., voice), additional navigation or orientation mechanisms, and content transformations (e.g., to make tables more accessible).

Example: Examples of assistive technologies that are important in the context of this document include the following:

• screen magnifiers, which are used by people with visual disabilities to enlarge and change colors on the screen to improve the visual readability of rendered text and images;

• screen readers, which are used by people who are blind or have reading disabilities to read textual information through synthesized speech or braille displays;

• voice recognition software, which may be used by people who have some physical disabilities;

• alternative keyboards, which are used by people with certain physical disabilities to simulate the keyboard;

• alternative pointing devices, which are used by people with certain physical disabilities to simulate mouse pointing and button activations.

Note: This definition is based on User Agent Accessibility Guidelines 1.0 Glossary.

audio description

narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone

Note 1: Audio descriptions of video provide information about actions, characters, scene changes, and on-screen text.

Note 2: In standard audio description, narration is added during existing pauses in dialogue. (See also Extended audio descriptions.)

authored component

an authored unit intended to be used as a part of another authored unit

authored unit

set of material created as a single body by an author

Example 1: a collection consisting of markup, a style sheet, and an image or audio clip.

Example 2: a set of Web pages intended to be viewed only as a unit or in sequence.

Note: This definition is based on Glossary of Terms for Device Independence.

baseline

set of technologies assumed to be supported by, and enabled in, user agents

Note: For more information on baselines and their use, refer to Technology Assumptions and the "baseline."

blink

turn on and off between 0.5 and 3 times per second

captions

text presented and synchronized with multimedia to provide not only the speech, but also sound effects and sometimes speaker identification

Note: In some countries, the term "subtitle" is used to refer to dialogue only and "captions" is used as the term for dialogue plus sounds and speaker identification. In other countries, subtitle (or its translation) is used to refer to both.

changes of context

change of :

1. user agent;

2. viewport;

3. focus;

4. content that changes the meaning of the Web unit.

Note: A change of content is not always a change of context. Small changes in content, such as an expanding outline or dynamic menu, do not change the context.

content

information to be communicated to the user by means of a user agent

Note: This includes the code and markup that define the structure, presentation, and interaction, as well as text, images, and sounds that convey information to the end-user.

context-sensitive help

help text that provides information related to the function currently being performed

emergency

a sudden, unexpected situation or occurrence that requires immediate action to preserve health, safety, or property

event handler

section of code that responds to an action taken by the user (or user agent)

Note: On Web pages, events are usually user actions such as moving the mouse, typing, etc.

• An event handler determines the response to that action.

• A device-specific event handler only responds to an action by one kind of input device.

• An abstract event handler is one which can be activated by a variety of input devices.

extended audio descriptions

audio descriptions that are added to an audiovisual presentation by pausing the video so that there is time to add additional description

Note: This technique is only used when the sense of the video would be lost without the additional audio description.

full multimedia text alternative including any interaction

document including correctly sequenced descriptions of all visual settings, actions, and non-speech sounds combined with descriptive transcripts of all dialogue and a means of achieving any outcomes that are achieved using interaction during the multimedia

Note: A screenplay used to create the multimedia content would meet this definition only if it was corrected to accurately represent the final multimedia after editing.

functionality

processes and outcomes achievable through user action

general flash threshold

• A sequence of flashes or rapidly changing image sequences where all three of the following occur:

  1. the combined area of flashes occurring concurrently (but not necessarily contiguously) occupies more than one quarter of any 341 x 256 pixel rectangle anywhere on the displayed screen area when the content is viewed at 1024 x 768 pixels;

  2. there are more than three flashes within any one-second period; and

  3. the flashing is below 50 Hz.

Note 1: For the general flash threshold, a flash is defined as a pair of opposing changes in brightness of 10% or more of full scale white brightness, where brightness is calculated as 0.2126 * ((R / FS) ^ 2.2) + 0.7152 * ((G / FS) ^ 2.2) + 0.0722 * ((B / FS) ^ 2.2). R, G, and B are the red, green, and blue RGB values of the color; FS is the maximum possible full scale RGB value for R, G, and B (255 for eight bit color channels); and the "^" character is the exponentiation operator. An "opposing change" is an increase followed by a decrease, or a decrease followed by an increase. This applies only when the brightness of the darker image is below .80 of full scale white brightness.

Note 2: Based on Wisconsin Computer Equivalence Algorithm for Flash Pattern Analysis (FPA)

idioms

phrase whose meaning cannot be deduced from the meaning of the individual words and the specific words cannot be changed without losing the meaning

Example 1: In English, "kicking the bucket" means "dying". But the phrase cannot be changed to "kicking the buckets" or "kicking the tub" or "booting the bucket" or "knocking over the bucket" without losing its meaning.

Example 2: In English, "spilling the beans" means "revealing a secret." However, "knocking over the beans" or "spilling the vegetables" does not mean the same thing."

Example 3: In Japanese, the phrase "さじを投げる（どうするこ ともできなくなり、あきらめること" literally translates into "he threw a spoon". But it means that there was nothing he could do and finally he gave up.

Example 4: In Dutch, "Hij ging met de kippen op stok" literally translates into "He went to roost with the chickens". But it means that he went to bed early.

information

1. a message to be sent and received

2. a collection of facts or data from which inferences may be drawn

information that is conveyed by color

information presented in a manner that depends entirely on the ability to perceive color

informative

for information purposes and not required for conformance

Note: Content required for conformance is referred to as "normative."

initialism

shortened form of a name or phrase made from the initial letters of words or syllables contained in that name or phrase

Note: Not defined in all languages.

Example 1: SNCF is a French initialism that contains the initial letters of the Sociétè Nationale des Chemins de Fer, the French national railroad.

Example 2: ESP is an initialism for extrasensory perception.

input error

information provided by the user that is not accepted

Note: This includes:

1. Information that is required by the Web unit but omitted by the user

2. Information that is provided by the user but that falls outside the required data format or values.

jargon

words used in a particular way by people in a particular field

Example: The word StickyKeys is jargon from the field of assistive technology/accessibility.

keyboard interface

interface used by software to obtain keystroke input

Note 1: Allows users to provide keystroke input to programs even if the native technology does not contain a keyboard.

Example: A touch screen PDA has a keyboard interface built into its operating system as well as a connector for external keyboards. Applications on the PDA can use the interface to obtain keyboard input either from an external keyboard or from other applications that provide simulated keyboard output, such as handwriting interpreters or speech to text applications with "keyboard emulation" functionality.

Note 2: Operation of the application (or parts of the application) through a keyboard operated mouse emulator, such as MouseKeys, does not qualify as operation through a keyboard interface because operation of the program is through its pointing device interface - not through its keyboard interface.

label

text, image, or sound that is presented to a user to identify a component within Web content

live audio-only

A time-based live presentation that contains only audio (no video and no interaction).

live video-only

A time-based live presentation that contains only video (no audio and no interaction).

Lower secondary education level

the two or three year period of education that begins after completion of six years of school and ends nine years after the beginning of primary education.

Note: This definition is based on [UNESCO].

luminosity contrast ratio

(L1 + 0.05) / (L2 + 0.05), where L1 is the luminosity of the lighter of the text or background colors, and L2 is the luminosity of the darker of the text or background colors.

Note 1: The luminosity of a color is defined as 0.2126 * ((R / FS) ^ 2.2) + 0.7152 * ((G / FS) ^ 2.2) + 0.0722 * ((B / FS) ^ 2.2).

• R, G, and B are the red, green, and blue RGB values of the color.

• FS is the maximum possible full scale RGB value for R, G, and B (255 for eight bit color channels).

• The "^" character is the exponentiation operator.

Note 2: Luminosity values can range from 0 (black) to 1 (white), and luminosity contrast ratios can range from 1 to 21.

mechanism

process or technique for achieving a result

multimedia

audio or video synchronized with another type of media and/or with time-based interactive components

name

text by which software can identify a component within Web content to the user

Note: The name may be hidden and only exposed by assistive technology, whereas a label is presented even without assistive technology. In many (but not all) cases, the label is a display of the name.

natural languages

languages used by humans to communicate, including spoken, written, and signed languages

Note: See also sign language interpretation.

non-text content

content that is not represented by a Unicode character or sequence of Unicode characters when rendered in a user agent according to the formal specification of the content type

Note: This includes ASCII Art, which is a pattern of characters.

normative

required for conformance

Note 1: One may conform in a variety of well-defined ways to this document.

Note 2: Content identified as "informative" or "non-normative" is never required for conformance.

parsed unambiguously

parsed into only one data structure

Note: Parsing transforms markup or other code into a data structure, usually a tree, which is suitable for later processing and which captures the implied hierarchy of the input.

paused

stopped by user request and not restarted until requested by user

presentation

rendering of the content and structure in a form that can be perceived by the user

primary education level

six year time period that begins between the ages of five and seven, possibly without any previous education

Note: This definition is based on [UNESCO].

programmatically determined

determined by software from data provided in a user-agent-supported manner such that the user agents can extract and present this information to users in different modalities

programmatically set

set by software using methods that are user-agent-supported

pure decoration

serving only an aesthetic purpose, providing no information, and having no functionality.

real-time event

event that a) occurs at the same time as the viewing, b) is not completely generated by the content, and c) is not pre-recorded

Example 1: A Webcast of a live performance.

Example 2: An on-line auction with people bidding.

Example 3: Live humans interacting in a fantasy world using avatars.

red flash threshold

• transition to or from a saturated red where all three of the following occur:

  1. The combined area of flashes occurring concurrently occupies more than one quarter of any 341 x 256 pixel rectangle anywhere on the displayed screen area when the content is viewed at 1024 x 768 pixels.

  2. There are more than three flashes within any one-second period.

  3. The flashing is below 50 Hz.

Note: Based on Wisconsin Computer Equivalence Algorithm for Flash Pattern Analysis (FPA)

regular expression

regular expression as defined in XML Schema Part 2: Datatypes, Appendix F.

role

text or a number by which software can identify the function of a component within Web content

Example: A number that indicates whether an image functions as a hyperlink, command button, or check box.

same functionality

identical result when used

Example: A submit "search" button on one Web page and a "find" button on another Web page may both have a field to enter a term and list topics in the web site related to the term submitted. In this case, they would have the same functionality but would not be labeled consistently.

same relative order

same position relative to other items

Note: Items are considered to be in the same relative order even if other items are inserted or removed from the original order. For example, expanding navigation menus may insert an additional level of detail or a secondary navigation section may be inserted into the reading order.

sign language interpretation

translation of spoken words and other audible information into a language that uses a simultaneous combination of handshapes, facial expressions, and orientation and movement of the hands, arms, or body to convey meaning

Note: Although some languages have a signed counterpart, most sign languages are independent languages that are unrelated to the spoken language of the same country or culture.

specific sensory experience

a sensory experience that is not purely decorative and does not primarily convey important information or perform a function

structure

1. The way the parts of an authored unit are organized in relation to each other; and

2. The way a collection of Web units is organized

supplemental content

additional content, which users may use in addition to or instead of the default content, that illustrates or clarifies the default content

Example: Examples of supplemental content may include text, images and audio.

technology

markup language, programming language, style sheet, data format, or API

test or exercise that must use a particular sense

test where the content must be presented in a particular sensory format

Example: Color blindness test, hearing test, vision exercise, spelling test.

text

sequence of characters

Note: Characters are those included in the Unicode/ISO/IEC 106464 repertoire.

text alternative

programmatically determined text that is used in place of non-text content, or text that is used in addition to non-text content and referred to from the programmatically determined text

unicode

universal character set that defines all the characters needed for writing the majority of living languages in use on computers

Note 1: For more information, refer to the Unicode Consortium or to the tutorial entitled, "Character sets & encodings in XHTML, HTML and CSS" produced by the W3C Internationalization Activity.

Note 2: This definition is based on [UNICODE]

used in an unusual restricted way

words used in such a way that users must know exactly what definition to apply in order to understand the content correctly

Example: The word "representational" means something quite different if it occurs in a discussion of visual art as opposed to a treatise on government, but the appropriate definition can be determined from context. By contrast, the word "text" is used in a very specific way in WCAG 2.0, so a definition is supplied in the glossary.

user agent

any software that retrieves and renders Web content for users

Example: Web browsers, media players, plug-ins, and other programs — including assistive technologies — that help in retrieving and rendering Web content.

user-agent-supported

implemented by user agents and assistive technologies

Note: One of the factors that should be considered before adding a technology to a baseline is the availability of affordable user agents and assistive technologies which support the technology.

variations in presentations of text

changes in the visual appearance or sound of the text, such as changing to a different font or a different voice

video

the technology of moving pictures or images

Note: Video can be made up of animated or photographic images, or both.

Web unit

a collection of information, consisting of one or more resources, intended to be rendered together, and identified by a single Uniform Resource Identifier (such as URLs)

Note: This definition is based on the definition of Web page in Web Characterization Terminology & Definitions Sheet. The concept of simultaneity was removed to allow the term to cover interactive and scripted content.

Example 1: An interactive movie-like shopping environment where the user navigates about and activates products to have them demonstrated, and moves them to a cart to buy them.

Example 2: A Web page including all embedded images and media.

Wisconsin Computer Equivalence Algorithm for Flash Pattern Analysis (FPA)

a method developed at the University of Wisconsin, working in conjunction with Dr. Graham Harding and Cambridge Research Associates, for applying the United Kingdom's "Ofcom Guidance Note on Flashing Images and Regular Patterns in Television (Re-issued as Ofcom Notes 25 July 2005)" to content displayed on a computer screen, such as Web pages and other computer content

Note: The Ofcom Guidance Document [OFCOM] is based on the assumption that the television screen occupies the central ten degrees of vision. This is not accurate for a screen which is located in front of a person. The Wisconsin algorithm basically carries out the same analysis as the Ofcom Guidelines except that is does it on every possible ten degree window for a prototypical computer display.

Appendix B: Checklist (Non-Normative)

This section is informative.

The Web Content Accessibility Guidelines 2.0 Checklist serves as an appendix to Web Content Accessibility Guidelines 2.0 [WCAG20]. It lists all of the success criteria from WCAG 2.0 in a checkable list. The level of each success criterion is provided as well as a link to WCAG 2.0 for more information for each success criterion. For many readers, the Checklist provides a quick reference and overview to the information in WCAG 2.0.

Success Criteria

Guideline 1.1 : Provide text alternatives for all non-text content

	True	Success Criterion	Comments
L1		1.1.1 For all non-text content, one of the following is true: [How to meet 1.1.1] If non-text content presents information or responds to user input, text alternatives serve the same purpose and present the same information as the non-text content. If text alternatives cannot serve the same purpose, then text alternatives at least identify the purpose of the non-text content. If non-text content is multimedia; live audio-only or live video-only content; a test or exercise that must use a particular sense; or primarily intended to create a specific sensory experience; then text alternatives at least identify the non-text content with a descriptive text label. (For multimedia, see also Guideline 1.2 Provide synchronized alternatives for multimedia .) If the purpose of non-text content is to confirm that content is being operated by a person rather than a computer, different forms are provided to accommodate multiple disabilities. If non-text content is pure decoration, or used only for visual formatting, or if it is not presented to users, it is implemented such that it can be ignored by assistive technology.

Guideline 1.2 : Provide synchronized alternatives for multimedia

	True	Success Criterion	Comments
L1		1.2.1 Captions are provided for prerecorded multimedia. [How to meet 1.2.1]
		1.2.2 Audio descriptions of video, or a full multimedia text alternative including any interaction, are provided for prerecorded multimedia. [How to meet 1.2.2]
L2		1.2.3 Audio descriptions of video are provided for prerecorded multimedia. [How to meet 1.2.3]
		1.2.4 Captions are provided for live multimedia. [How to meet 1.2.4]
L3		1.2.5 Sign language interpretation is provided for multimedia. [How to meet 1.2.5]
		1.2.6 Extended audio descriptions of video are provided for prerecorded multimedia. [How to meet 1.2.6]
		1.2.7 For prerecorded multimedia, a full multimedia text alternative including any interaction is provided. [How to meet 1.2.7]

Guideline 1.3 : Ensure that information and structure can be separated from presentation

	True	Success Criterion	Comments
L1		1.3.1 Information and relationships conveyed through presentation can be programmatically determined, and notification of changes to these is available to user agents, including assistive technologies. [How to meet 1.3.1]
		1.3.2 Any information that is conveyed by color is also visually evident without color. [How to meet 1.3.2]
		1.3.3 When the sequence of the content affects its meaning, that sequence can be programmatically determined. [How to meet 1.3.3]
L2		1.3.4 Information that is conveyed by variations in presentation of text is also conveyed in text, or the variations in presentation of text can be programmatically determined. [How to meet 1.3.4]
		1.3.5 Information required to understand and operate content does not rely on shape, size, visual location, or orientation of components. [How to meet 1.3.5]

Guideline 1.4 : Make it easy to distinguish foreground information from its background

	True	Success Criterion	Comments
L2		1.4.1 Text or diagrams, and their background, have a luminosity contrast ratio of at least 5:1. [How to meet 1.4.1]
		1.4.2 A mechanism is available to turn off background audio that plays automatically, without requiring the user to turn off all audio. [How to meet 1.4.2]
L3		1.4.3 Text or diagrams, and their background, have a luminosity contrast ratio of at least 10:1. [How to meet 1.4.3]
		1.4.4 Audio content does not contain background sounds, background sounds can be turned off, or background sounds are at least 20 decibels lower than the foreground audio content, with the exception of occasional sound effects. [How to meet 1.4.4] Note: A 20 decibel difference in sound level is roughly four times (4x) quieter or louder. Background sound that meets this requirement will be approximately four times (4x) quieter than the foreground audio content.

Guideline 2.1 : Make all functionality operable via a keyboard interface

	True	Success Criterion	Comments
L1		2.1.1 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface, except where the task requires analog, time-dependent input. [How to meet 2.1.1] Note: This does not preclude and should not discourage the support of other input methods (such as a mouse) in addition to keyboard operation.
L3		2.1.2 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface. [How to meet 2.1.2]

Guideline 2.2 : Allow users to control time limits on their reading or interaction

	True	Success Criterion	Comments
L1		2.2.1 For each time-out that is a function of the content, at least one of the following is true: [How to meet 2.2.1] the user is allowed to deactivate the time-out; or the user is allowed to adjust the time-out over a wide range that is at least ten times the length of the default setting; or the user is warned before time expires and given at least 20 seconds to extend the time-out with a simple action (for example, "hit any key"), and the user is allowed to extend the timeout at least ten times; or the time-out is an important part of a real-time event (for example, an auction), and no alternative to the time-out is possible; or the time-out is part of an activity where timing is essential (for example, competitive gaming or time-based testing) and time limits can not be extended further without invalidating the activity.
L2		2.2.2 Content does not blink for more than three seconds, or a method is available to stop all blinking content in the Web unit or authored component. [How to meet 2.2.2] Note: For requirements related to flickering or flashing content, refer to Guideline 2.3 Allow users to avoid content that could cause seizures due to photosensitivity .
		2.2.3 Content can be paused by the user unless the timing or movement is part of an activity where timing or movement is essential. [How to meet 2.2.3]
L3		2.2.4 Except for real-time events, timing is not an essential part of the event or activity presented by the content. [How to meet 2.2.4]
		2.2.5 Interruptions, such as updated content, can be postponed or suppressed by the user, except interruptions involving an emergency. [How to meet 2.2.5]
		2.2.6 When an authenticated session expires, the user can continue the activity without loss of data after re-authenticating. [How to meet 2.2.6]

Guideline 2.3 : Allow users to avoid content that could cause seizures due to photosensitivity

	True	Success Criterion	Comments
L1		2.3.1 Content does not violate the general flash threshold or the red flash threshold. [How to meet 2.3.1]
L3		2.3.2 Web units do not contain any components that flash more than three times in any 1-second period. [How to meet 2.3.2]

Guideline 2.4 : Provide mechanisms to help users find content, orient themselves within it, and navigate through it

	True	Success Criterion	Comments
L1		2.4.1 A mechanism is available to bypass blocks of content that are repeated on multiple Web units. [How to meet 2.4.1]
L2		2.4.2 More than one way is available to locate content within a set of Web units where content is not the result of, or a step in, a process or task. [How to meet 2.4.2]
		2.4.3 Web units have titles. [How to meet 2.4.3]
		2.4.4 Each link is programmatically associated with text from which its purpose can be determined. [How to meet 2.4.4]
L3		2.4.5 Titles, headings, and labels are descriptive. [How to meet 2.4.5]
		2.4.6 When a Web unit or authored component is navigated sequentially, components receive focus in an order that follows relationships and sequences in the content. [How to meet 2.4.6]
		2.4.7 Information about the user's location within a set of Web units is available. [How to meet 2.4.7]
		2.4.8 The purpose of each link can be programmatically determined from the link. [How to meet 2.4.8]

Guideline 2.5 : Help users avoid mistakes and make it easy to correct mistakes that do occur

	True	Success Criterion	Comments
L1		2.5.1 If an input error is detected, the error is identified and described to the user in text. [How to meet 2.5.1]
L2		2.5.2 If an input error is detected and suggestions for correction are known and can be provided without jeopardizing the security or purpose of the content, the suggestions are provided to the user. [How to meet 2.5.2]
		2.5.3 For forms that cause legal or financial transactions to occur, that modify or delete data in data storage systems, or that submit test responses, at least one of the following is true: [How to meet 2.5.3] Actions are reversible. Actions are checked for input errors before going on to the next step in the process. The user is able to review and confirm or correct information before submitting it.
L3		2.5.4 Context-sensitive help is available for text input. [How to meet 2.5.4]

Guideline 3.1 : Make text content readable and understandable.

	True	Success Criterion	Comments
L1		3.1.1 The primary natural language or languages of the Web unit can be programmatically determined. [How to meet 3.1.1]
L2		3.1.2 The natural language of each passage or phrase in the Web unit can be programmatically determined. [How to meet 3.1.2] Note: This requirement does not apply to individual words or phrases that have become part of the primary language of the content.
L3		3.1.3 A mechanism is available for identifying specific definitions of words or phrases used in an unusual or restricted way, including idioms and jargon. [How to meet 3.1.3]
		3.1.4 A mechanism for finding the expanded form of abbreviations is available. [How to meet 3.1.4]
		3.1.5 When text requires reading ability more advanced than the lower secondary education level, supplemental content is available that does not require reading ability more advanced than the lower secondary education level. [How to meet 3.1.5]
		3.1.6 A mechanism is available for identifying specific pronunciation of words where meaning cannot be determined without pronunciation. [How to meet 3.1.6]

Guideline 3.2 : Make the placement and functionality of content predictable.

	True	Success Criterion	Comments
L1		3.2.1 When any component receives focus, it does not cause a change of context. [How to meet 3.2.1]
		3.2.2 Changing the setting of any form control or field does not automatically cause a change of context (beyond moving to the next field in tab order), unless the authored unit contains instructions before the control that describe the behavior. [How to meet 3.2.2]
L2		3.2.3 Navigational mechanisms that are repeated on multiple Web units within a set of Web units or other primary resources occur in the same relative order each time they are repeated, unless a change is initiated by the user. [How to meet 3.2.3]
		3.2.4 Components that have the same functionality within a set of Web units are identified consistently. [How to meet 3.2.4]
L3		3.2.5 Changes of context are initiated only by user request. [How to meet 3.2.5]

Guideline 4.1 : Support compatibility with current and future user agents (including assistive technologies)

	True	Success Criterion	Comments
L1		4.1.1 Web units or authored components can be parsed unambiguously, and the relationships in the resulting data structure are also unambiguous. [How to meet 4.1.1]
		4.1.2 For all user interface components, the name and role can be programmatically determined, values that can be set by the user can be programmatically set, and notification of changes to these items is available to user agents, including assistive technologies. [How to meet 4.1.2]

Guideline 4.2 : Ensure that content is accessible or provide an accessible alternative

	True	Success Criterion	Comments
L1		4.2.1 At least one version of the content meets all level 1 success criteria, but alternate version(s) that do not meet all level 1 success criteria may be available from the same URI. [How to meet 4.2.1]
		4.2.2 Content meets the following criteria even if the content uses a technology that is not in the chosen baseline: [How to meet 4.2.2] If content can be entered using the keyboard, then the content can be exited using the keyboard. Content conforms to success criterion 2.3.1 (general and red flash).
L2		4.2.3 At least one version of the content meets all level 2 success criteria, but alternate version(s) that do not meet all level 2 success criteria may be available from the same URI. [How to meet 4.2.3]
L3		4.2.4 Content implemented using technologies outside of the chosen baseline satisfies all Level 1 and Level 2 requirements supported by the technologies. [How to meet 4.2.4]

Appendix C: Acknowledgements (Non-Normative)

This section is informative.

This publication has been funded in part with Federal funds from the U.S. Department of Education under contract number ED05CO0039. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

Appendix D: Comparison of WCAG 1.0 checkpoints to WCAG 2.0 (Non-Normative)

This section is informative.

Priority 1 checkpoints

This mapping shows how the WCAG 1.0 checkpoints relate to the WCAG 2.0 Last Call Working Draft released 27 April 2006. Note that WCAG 2.0 is still a draft and the WCAG 2.0 Guidelines and success criteria in no way supersede the checkpoints in WCAG 1.0.

The Web Content Accessibility Guidelines Working Group is working carefully to enable organizations and individuals that are currently using WCAG 1.0 (which remains a stable and referenceable document) to ensure that they will be able to make a smooth transition to WCAG 2.0 when it is released.

In General (Priority 1)	WCAG 2.0 Success Criteria
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.	1.1.1 For all non-text content, one of the following is true: (Level 1) If non-text content presents information or responds to user input, text alternatives serve the same purpose and present the same information as the non-text content. If text alternatives cannot serve the same purpose, then text alternatives at least identify the purpose of the non-text content. If non-text content is multimedia; live audio-only or live video-only content; a test or exercise that must use a particular sense; or primarily intended to create a specific sensory experience; then text alternatives at least identify the non-text content with a descriptive text label. (For multimedia, see also Guideline 1.2 Provide synchronized alternatives for multimedia .) If the purpose of non-text content is to confirm that content is being operated by a person rather than a computer, different forms are provided to accommodate multiple disabilities. If non-text content is pure decoration, or used only for visual formatting, or if it is not presented to users, it is implemented such that it can be ignored by assistive technology. For scripts, applets, and objects, alternative versions are covered under Guideline 4.2, and labels under Guideline 1.1 (See also SC 2.4.6 (Level 3) and SC 4.1.2 (Level 1).). Images used as bullets are also covered in Guideline 1.3 with regard to CSS usage. For framesets, noframes is no longer required. For multimedia, alternatives (beyond labels) are covered under Guideline 1.2. ASCII art is non-text content.
2.1: Ensure that all information conveyed with color is also available without color, for example from context or markup.	1.3.2 Any information that is conveyed by color is also visually evident without color. (Level 1)
4.1: Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions).	3.1.2 The natural language of each passage or phrase in the Web unit can be programmatically determined. (Level 2) Note: This requirement does not apply to individual words or phrases that have become part of the primary language of the content. Note: Identification of the language for individual words is no longer required.
6.1: 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.	This is baseline-dependent: if style sheets are in your baseline, WCAG 1.0 checkpoint 6.1 is not required; if style sheets are not in your baseline, then WCAG 1.0 checkpoint 6.1 is required at Level 1 (as it maps to Guideline 1.3 L1)
6.2: Ensure that equivalents for dynamic content are updated when the dynamic content changes.	Text alternatives are addressed in Guideline 1.1, 1.2, and 4.2. If providing a text alternative for content and that content changes, then the text alternative must also be changed or else you don't conform to Guideline 1.1, 1.2, and 4.2 anymore.
7.1: Until user agents allow users to control flickering, avoid causing the screen to flicker.	2.3.1 Content does not violate the general flash threshold or the red flash threshold. (Level 1) 2.3.2 Web units do not contain any components that flash more than three times in any 1-second period. (Level 3)
14.1: Use the clearest and simplest language appropriate for a site's content.	Some of the Level 3 success criteria in Guideline 3.1 aid in making content understandable. There is no direct mapping.
And if you use images and image maps (Priority 1)	WCAG 2.0 Success Critera
1.2: Provide redundant text links for each active region of a server-side image map.	With regard to text alternatives: 1.1.1 For all non-text content, one of the following is true: (Level 1) If non-text content presents information or responds to user input, text alternatives serve the same purpose and present the same information as the non-text content. If text alternatives cannot serve the same purpose, then text alternatives at least identify the purpose of the non-text content. If non-text content is multimedia; live audio-only or live video-only content; a test or exercise that must use a particular sense; or primarily intended to create a specific sensory experience; then text alternatives at least identify the non-text content with a descriptive text label. (For multimedia, see also Guideline 1.2 Provide synchronized alternatives for multimedia .) If the purpose of non-text content is to confirm that content is being operated by a person rather than a computer, different forms are provided to accommodate multiple disabilities. If non-text content is pure decoration, or used only for visual formatting, or if it is not presented to users, it is implemented such that it can be ignored by assistive technology. With regard to keyboard access: 2.1.1 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface, except where the task requires analog, time-dependent input. (Level 1) Note: This does not preclude and should not discourage the support of other input methods (such as a mouse) in addition to keyboard operation. 2.4.4 Each link is programmatically associated with text from which its purpose can be determined. (Level 2) 4.2.1 At least one version of the content meets all level 1 success criteria, but alternate version(s) that do not meet all level 1 success criteria may be available from the same URI. (Level 1) Note: Server-side image maps are not keyboard accessible.
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.	With regard to text alternatives: 1.1.1 For all non-text content, one of the following is true: (Level 1) If non-text content presents information or responds to user input, text alternatives serve the same purpose and present the same information as the non-text content. If text alternatives cannot serve the same purpose, then text alternatives at least identify the purpose of the non-text content. If non-text content is multimedia; live audio-only or live video-only content; a test or exercise that must use a particular sense; or primarily intended to create a specific sensory experience; then text alternatives at least identify the non-text content with a descriptive text label. (For multimedia, see also Guideline 1.2 Provide synchronized alternatives for multimedia .) If the purpose of non-text content is to confirm that content is being operated by a person rather than a computer, different forms are provided to accommodate multiple disabilities. If non-text content is pure decoration, or used only for visual formatting, or if it is not presented to users, it is implemented such that it can be ignored by assistive technology. With regard to keyboard access: 2.1.1 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface, except where the task requires analog, time-dependent input. (Level 1) Note: This does not preclude and should not discourage the support of other input methods (such as a mouse) in addition to keyboard operation. 2.4.4 Each link is programmatically associated with text from which its purpose can be determined. (Level 2) 4.2.1 At least one version of the content meets all level 1 success criteria, but alternate version(s) that do not meet all level 1 success criteria may be available from the same URI. (Level 1) Note: Server-side image maps are not keyboard accessible.
And if you use tables (Priority 1)	WCAG 2.0 Success Criteria
5.1: For data tables, identify row and column headers.	1.3.1 Information and relationships conveyed through presentation can be programmatically determined, and notification of changes to these is available to user agents, including assistive technologies. (Level 1)
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.	1.3.1 Information and relationships conveyed through presentation can be programmatically determined, and notification of changes to these is available to user agents, including assistive technologies. (Level 1)
And if you use frames (Priority 1)	WCAG 2.0 Success Criteria
12.1: Title each frame to facilitate frame identification and navigation.	2.4.1 A mechanism is available to bypass blocks of content that are repeated on multiple Web units. (Level 1) 2.4.4 Each link is programmatically associated with text from which its purpose can be determined. (Level 2) 4.1.2 For all user interface components, the name and role can be programmatically determined, values that can be set by the user can be programmatically set, and notification of changes to these items is available to user agents, including assistive technologies. (Level 1)
And if you use applets and scripts (Priority 1)	WCAG 2.0 Success Criteria
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.	For any technologies (scripts, applets, or other programmatic objects) not in the specified baseline, the following are true: The Web content still conforms using user agents that only support the technologies that are in the baseline (i.e. the use of technologies that are not in the baseline does not "break" access to the Web content by user agents that don't support those technologies.) All content and functionality are available using only the technologies in the specified baseline. 4.2.1 At least one version of the content meets all level 1 success criteria, but alternate version(s) that do not meet all level 1 success criteria may be available from the same URI. (Level 1) 4.2.3 At least one version of the content meets all level 2 success criteria, but alternate version(s) that do not meet all level 2 success criteria may be available from the same URI. (Level 2)
And if you use multimedia (Priority 1)	WCAG 2.0 Success Criteria
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.	1.2.2 Audio descriptions of video, or a full multimedia text alternative including any interaction, are provided for prerecorded multimedia. (Level 1)
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.	1.2.1 Captions are provided for prerecorded multimedia. (Level 1) 1.2.2 Audio descriptions of video, or a full multimedia text alternative including any interaction, are provided for prerecorded multimedia. (Level 1) 1.2.3 Audio descriptions of video are provided for prerecorded multimedia. (Level 2) 1.2.4 Captions are provided for live multimedia. (Level 2) 1.2.6 Extended audio descriptions of video are provided for prerecorded multimedia. (Level 3)
And if all else fails (Priority 1)	WCAG 2.0 Success Criteria
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.	4.2.1 At least one version of the content meets all level 1 success criteria, but alternate version(s) that do not meet all level 1 success criteria may be available from the same URI. (Level 1) 4.2.2 Content meets the following criteria even if the content uses a technology that is not in the chosen baseline: (Level 1) If content can be entered using the keyboard, then the content can be exited using the keyboard. Content conforms to success criterion 2.3.1 (general and red flash).

Priority 2 checkpoints

In General (Priority 2)	WCAG 2.0 Success Criteria
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. [Priority 2 for images, Priority 3 for text].	1.4.1 Text or diagrams, and their background, have a luminosity contrast ratio of at least 5:1. (Level 2) 1.4.3 Text or diagrams, and their background, have a luminosity contrast ratio of at least 10:1. (Level 3)
3.1: When an appropriate markup language exists, use markup rather than images to convey information.	This is baseline-dependent. The guidance on choosing an appropriate baseline will include information about the advantages of technologies with accessibility features. This also maps to sufficient techniques on using semantic markup listed in How to Meet Success Criterion 1.3.1 (level 1) and How to Meet Success Criterion 1.3.4 (level 2).
3.2: Create documents that validate to published formal grammars.	4.1.1 Web units or authored components can be parsed unambiguously, and the relationships in the resulting data structure are also unambiguous. (Level 1) Note: Validating to published formal grammars is a stronger requirement than unambiguous parsing required by Success Criterion 4.1.1 but is one of the sufficient techniques for this success criterion. Refer to How to Meet Success Criterion 4.1.1
3.3: Use style sheets to control layout and presentation.	1.3.3 When the sequence of the content affects its meaning, that sequence can be programmatically determined. (Level 1) Maps to several items in Understanding WCAG 2.0: CSS techniques for SC 1.3.1 (level 1), CSS techniques for SC 1.3.2 (level 1), and a client-side scripting technique for SC 1.3.3 (level 1).
3.4: Use relative rather than absolute units in markup language attribute values and style sheet property values.	This maps to an advisory technique (Using readable fonts) for Guideline 1.4.
3.5 Use header elements to convey document structure and use them according to specification.	1.3.1 Information and relationships conveyed through presentation can be programmatically determined, and notification of changes to these is available to user agents, including assistive technologies. (Level 1)
3.6: Mark up lists and list items properly.	1.3.1 Information and relationships conveyed through presentation can be programmatically determined, and notification of changes to these is available to user agents, including assistive technologies. (Level 1)
3.7: Mark up quotations. Do not use quotation markup for formatting effects such as indentation.	1.3.1 Information and relationships conveyed through presentation can be programmatically determined, and notification of changes to these is available to user agents, including assistive technologies. (Level 1) 1.3.4 Information that is conveyed by variations in presentation of text is also conveyed in text, or the variations in presentation of text can be programmatically determined. (Level 2)
6.5: Ensure that dynamic content is accessible or provide an alternative presentation or page.	4.2.1 At least one version of the content meets all level 1 success criteria, but alternate version(s) that do not meet all level 1 success criteria may be available from the same URI. (Level 1) 4.2.3 At least one version of the content meets all level 2 success criteria, but alternate version(s) that do not meet all level 2 success criteria may be available from the same URI. (Level 2)
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).	2.2.2 Content does not blink for more than three seconds, or a method is available to stop all blinking content in the Web unit or authored component. (Level 2) Note: For requirements related to flickering or flashing content, refer to Guideline 2.3 Allow users to avoid content that could cause seizures due to photosensitivity .
7.4: Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages.	2.2.1 For each time-out that is a function of the content, at least one of the following is true: (Level 1) the user is allowed to deactivate the time-out; or the user is allowed to adjust the time-out over a wide range that is at least ten times the length of the default setting; or the user is warned before time expires and given at least 20 seconds to extend the time-out with a simple action (for example, "hit any key"), and the user is allowed to extend the timeout at least ten times; or the time-out is an important part of a real-time event (for example, an auction), and no alternative to the time-out is possible; or the time-out is part of an activity where timing is essential (for example, competitive gaming or time-based testing) and time limits can not be extended further without invalidating the activity. 3.2.5 Changes of context are initiated only by user request. (Level 3)
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.	3.2.5 Changes of context are initiated only by user request. (Level 3)
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.	3.2.1 When any component receives focus, it does not cause a change of context. (Level 1) 3.2.2 Changing the setting of any form control or field does not automatically cause a change of context (beyond moving to the next field in tab order), unless the authored unit contains instructions before the control that describe the behavior. (Level 1) 3.2.5 Changes of context are initiated only by user request. (Level 3)
11.1: Use W3C technologies when they are available and appropriate for a task and use the latest versions when supported.	No longer required for conformance to WCAG 2.0. Note: The document About Baselines and WCAG 2.0 provides advice about choosing appropriate technologies as related to setting baselines.
11.2: Avoid deprecated features of W3C technologies.	No longer required for conformance to WCAG 2.0.
12.3: Divide large blocks of information into more manageable groups where natural and appropriate.	No longer required for conformance to WCAG 2.0. This partially maps to a sufficient technique for SC 2.4.1 (level 1): Providing Heading elements at the beginning of each section of content.
13.1: Clearly identify the target of each link.	2.4.4 Each link is programmatically associated with text from which its purpose can be determined. (Level 2) 2.4.8 The purpose of each link can be programmatically determined from the link. (Level 3)
13.2: Provide metadata to add semantic information to pages and sites.	This is no longer required for conformance, but could be a technique for satisfying certain success criteria in Guidelines 2.4, 4.2, 3.1 and 1.3. This is also baseline-dependent.
13.3: Provide information about the general layout of a site (e.g., a site map or table of contents).	2.4.2 More than one way is available to locate content within a set of Web units where content is not the result of, or a step in, a process or task. (Level 2) This also maps to the technique Providing a Site Map. Note: This is a partial mapping.
13.4: Use navigation mechanisms in a consistent manner.	3.2.3 Navigational mechanisms that are repeated on multiple Web units within a set of Web units or other primary resources occur in the same relative order each time they are repeated, unless a change is initiated by the user. (Level 2) 3.2.4 Components that have the same functionality within a set of Web units are identified consistently. (Level 2)
And if you use tables (Priority 2)	WCAG 2.0 Success Criteria
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).	1.3.3 When the sequence of the content affects its meaning, that sequence can be programmatically determined. (Level 1)
5.4: If a table is used for layout, do not use any structural markup for the purpose of visual formatting.	1.3.1 Information and relationships conveyed through presentation can be programmatically determined, and notification of changes to these is available to user agents, including assistive technologies. (Level 1) Especially: Failure of SC 1.3.1 due to using structural markup in a way that does not represent relationships in the content.
And if you use frames (Priority 2)	WCAG 2.0 Succes Criteria
12.2: Describe the purpose of frames and how frames relate to each other if it is not obvious by frame titles alone.	This is no longer required for conformance (because the longdesc attribute type on the frame element type has not been supported and is not defined in XHTML 1.1, the Working Draft of XFrames, or the Working Draft of XHTML 2.0). The longdesc attribute is still present in the Frames Module defined in XHTML Modularization.
And if you use forms (Priority 2)	WCAG 2.0 Success Criteria
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.	User agents now support explicit associations of labels with form controls, so the "until user agents" clause has been satisfied. This is therefore no longer a requirement under WCAG 2.0. It is an Advisory item. Other closely related SC are: 1.3.1 Information and relationships conveyed through presentation can be programmatically determined, and notification of changes to these is available to user agents, including assistive technologies. (Level 1) 1.3.4 Information that is conveyed by variations in presentation of text is also conveyed in text, or the variations in presentation of text can be programmatically determined. (Level 2)
12.4: Associate labels explicitly with their controls.	1.3.1 Information and relationships conveyed through presentation can be programmatically determined, and notification of changes to these is available to user agents, including assistive technologies. (Level 1) 4.1.2 For all user interface components, the name and role can be programmatically determined, values that can be set by the user can be programmatically set, and notification of changes to these items is available to user agents, including assistive technologies. (Level 1)
And if you use applets and scripts (Priority 2)	WCAG 2.0 Success Criteria
6.4: For scripts and applets, ensure that event handlers are input device-independent.	2.1.1 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface, except where the task requires analog, time-dependent input. (Level 1) Note: This does not preclude and should not discourage the support of other input methods (such as a mouse) in addition to keyboard operation. 2.1.2 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface. (Level 3) Note: Device-independent event handlers are not explicitly required.
7.3: Until user agents allow users to freeze moving content, avoid movement in pages.	The "until user agents" clause has been satisfied, so it is no longer necessary to avoid movement altogether, as long as authors do not do anything to interfere with the user's ability to pause the content. The prohibition has therefore been replaced with this success criterion 2.2.3 2.2.3 Content can be paused by the user unless the timing or movement is part of an activity where timing or movement is essential. (Level 2)
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.]	4.1.2 For all user interface components, the name and role can be programmatically determined, values that can be set by the user can be programmatically set, and notification of changes to these items is available to user agents, including assistive technologies. (Level 1) 4.2.1 At least one version of the content meets all level 1 success criteria, but alternate version(s) that do not meet all level 1 success criteria may be available from the same URI. (Level 1) 4.2.2 Content meets the following criteria even if the content uses a technology that is not in the chosen baseline: (Level 1) If content can be entered using the keyboard, then the content can be exited using the keyboard. Content conforms to success criterion 2.3.1 (general and red flash).
9.2: Ensure that any element that has its own interface can be operated in a device-independent manner.	2.1.1 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface, except where the task requires analog, time-dependent input. (Level 1) Note: This does not preclude and should not discourage the support of other input methods (such as a mouse) in addition to keyboard operation. 2.1.2 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface. (Level 3)
9.3: For scripts, specify logical event handlers rather than device-dependent event handlers.	2.1.1 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface, except where the task requires analog, time-dependent input. (Level 1) Note: This does not preclude and should not discourage the support of other input methods (such as a mouse) in addition to keyboard operation. 2.1.2 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface. (Level 3)

Priority 3 checkpoints

In General (Priority 3)	WCAG 2.0 Success Criteria
4.2: Specify the expansion of each abbreviation or acronym in a document where it first occurs.	3.1.4 A mechanism for finding the expanded form of abbreviations is available. (Level 3)
4.3: Identify the primary natural language of a document.	3.1.1 The primary natural language or languages of the Web unit can be programmatically determined. (Level 1)
9.4: Create a logical tab order through links, form controls, and objects.	2.4.6 When a Web unit or authored component is navigated sequentially, components receive focus in an order that follows relationships and sequences in the content. (Level 3)
9.5: Provide keyboard shortcuts to important links (including those in client-side image maps), form controls, and groups of form controls.	Accesskeys are no longer required for conformance to WCAG 2.0. It is an advisory item: Providing access keys (optional technique for SC 2.4.1 (level 1)).
10.5: Until user agents (including assistive technologies) render adjacent links distinctly, include non-link, printable characters (surrounded by spaces) between adjacent links.	Note: This technique is no longer needed for user agents but may be useful for people with cognitive disabilities.
11.3: Provide information so that users may receive documents according to their preferences (e.g., language, content type, etc.)	This checkpoint does not map to any WCAG 2.0 success criterion, though certain aspects may map to certain success criteria or to advisory item (see Situation B under How to Meet Success Criterion 4.2.1, for example). Content negotiation is discussed briefly in "Conformance to Web Content Accessibility Guidelines 2.0."
13.5: Provide navigation bars to highlight and give access to the navigation mechanism.	This checkpoint is not required by any success criterion in WCAG 2.0. It is a possible strategy to address SC 2.4.2 (level 2). If navigation bars are used, SC 3.2.3 (level 2) applies. 3.2.3 Navigational mechanisms that are repeated on multiple Web units within a set of Web units or other primary resources occur in the same relative order each time they are repeated, unless a change is initiated by the user. (Level 2)
13.6: Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group.	2.4.1 A mechanism is available to bypass blocks of content that are repeated on multiple Web units. (Level 1) Note: In WCAG 2.0, this requirement applies only to groups that are repeated on multiple delivery units.
13.7: If search functions are provided, enable different types of searches for different skill levels and preferences.	Note: This checkpoint does not directly map to any WCAG 2.0 Success Criterion and is not required. Some aspects relate to 2.4.2 (level 2) and 2.5.4 (level 3) as well as advisory items in Understanding WCAG 2.0.
13.8: Place distinguishing information at the beginning of headings, paragraphs, lists, etc.	This checkpoint is not required by any Success Criterion in WCAG 2.0. . Part of this maps to optional techniqueStarting section headings with unique information for SC 2.4.5 (level 3).
13.9: Provide information about document collections (i.e., documents comprising multiple pages.)	This checkpoint is not in WCAG 2.0 but does relate to SC 2.4.7 (level 3) and would appear in advisory items in Understanding WCAG 2.0.
13.10: Provide a means to skip over multi-line ASCII art.	This item is not required by any Success Criterion in WCAG 2.0. ASCII art is considered non-text content and is therefore covered by SC 1.1.1.
14.2: Supplement text with graphic or auditory presentations where they will facilitate comprehension of the page.	This checkpoint is not required by any WCAG 2.0 Success Criterion. Providing visual illustrations of complex ideas, events, and processes and Providing a spoken version of the text are listed as is a technique that can be used to satisfy WCAG 2.0 SC 3.1.5 (level 3).
14.3: Create a style of presentation that is consistent across pages.	Aspects of WCAG 1.0 Checkpoint 14.3 are required by WCAG 2.0 Guideline 3.2.3 (level 2), 3.2.4 (level 2). There is no Success Criterion in WCAG 2.0 that is as broad as WCAG 1.0 Checkpoint 14.3, so aspects of it do not relate.
And if you use images and image maps (Priority 3)	WCAG 2.0 Success Criteria
1.5: Until user agents render text equivalents for client-side image map links, provide redundant text links for each active region of a client-side image map.	This is no longer required because user agents now render text alternatives for client-side image map areas.
And if you use tables (Priority 3)	WCAG 2.0 Success Criteria
5.5: Provide summaries for tables.	This is no longer required for conformance. However, in layout tables, the summary attribute must be omitted or empty. See Failure of SC 1.3.1 due to using th elements, caption elements, or non-empty summary attributes in layout tables.
5.6: Provide abbreviations for header labels.	This is no longer required for conformance, but a potentially useful technique.
10.3: Until user agents (including assistive technologies) render side-by-side text correctly, provide a linear text alternative (on the current page or some other) for all tables that lay out text in parallel, word-wrapped columns.	WCAG 1.0 Checkpoint 10.3 is no longer required for conformance to WCAG 2.0. 1.3.3 When the sequence of the content affects its meaning, that sequence can be programmatically determined. (Level 1) 2.4.6 When a Web unit or authored component is navigated sequentially, components receive focus in an order that follows relationships and sequences in the content. (Level 3)
And if you use forms (Priority 3)	WCAG 2.0 Success Criteria
10.4 Until user agents handle empty controls correctly, include default, place-holding characters in edit boxes and text areas.	This "until user agents" condition is now met and this checkpoint is no longer required.

New Level 1 requirements in WCAG 2.0 not mapped above

Guideline 2.5

2.5.1 If an input error is detected, the error is identified and described to the user in text. (Level 1)

New Level 2 requirements in WCAG 2.0 not mapped above

Guideline 1.3

1.3.4 Information that is conveyed by variations in presentation of text is also conveyed in text, or the variations in presentation of text can be programmatically determined. (Level 2)

1.3.5 Information required to understand and operate content does not rely on shape, size, visual location, or orientation of components. (Level 2)

Guideline 1.4

1.4.2 A mechanism is available to turn off background audio that plays automatically, without requiring the user to turn off all audio. (Level 2)

Guideline 2.4

2.4.3 Web units have titles. (Level 2)

Guideline 2.5

2.5.2 If an input error is detected and suggestions for correction are known and can be provided without jeopardizing the security or purpose of the content, the suggestions are provided to the user. (Level 2)

2.5.3 For forms that cause legal or financial transactions to occur, that modify or delete data in data storage systems, or that submit test responses, at least one of the following is true: (Level 2)

1. Actions are reversible.

2. Actions are checked for input errors before going on to the next step in the process.

3. The user is able to review and confirm or correct information before submitting it.

New Level 3 requirements in WCAG 2.0 not mapped above

Guideline 1.2

1.2.5 Sign language interpretation is provided for multimedia. (Level 3)

1.2.7 For prerecorded multimedia, a full multimedia text alternative including any interaction is provided. (Level 3)

Guideline 1.4

1.4.4 Audio content does not contain background sounds, background sounds can be turned off, or background sounds are at least 20 decibels lower than the foreground audio content, with the exception of occasional sound effects. (Level 3)

Guideline 2.2

2.2.4 Except for real-time events, timing is not an essential part of the event or activity presented by the content. (Level 3)

2.2.5 Interruptions, such as updated content, can be postponed or suppressed by the user, except interruptions involving an emergency. (Level 3)

2.2.6 When an authenticated session expires, the user can continue the activity without loss of data after re-authenticating. (Level 3)

Guideline 2.4

2.4.5 Titles, headings, and labels are descriptive. (Level 3)

Guideline 2.5

2.5.4 Context-sensitive help is available for text input. (Level 3)

Guideline 3.1

3.1.3 A mechanism is available for identifying specific definitions of words or phrases used in an unusual or restricted way, including idioms and jargon. (Level 3)

3.1.6 A mechanism is available for identifying specific pronunciation of words where meaning cannot be determined without pronunciation. (Level 3)

Guideline 4.2

4.2.4 Content implemented using technologies outside of the chosen baseline satisfies all Level 1 and Level 2 requirements supported by the technologies. (Level 3)

Appendix E: References (Non-Normative)

This section is informative.

WCAG20

"Web Content Accessibility Guidelines 2.0," B. Caldwell, W. Chisholm, J. Slatin, and G. Vanderheiden, eds., W3C Last Call Working Draft 27 April 2006. This W3C Working Draft is available at http://www.w3.org/TR/2006/WD-WCAG20-20060427/. The latest version of WCAG 2.0 is available at http://www.w3.org/TR/WCAG20/

UAAG10

"User Agent Accessibility Guidelines 1.0," I. Jacobs, J. Gunderson, E. Hansen, eds., W3C Recommendation 17 December 2002. The latest version of UAAG 1.0 is available at http://www.w3.org/TR/UAAG10/

UNESCO

International Standard Classification of Education, 1997. A copy of the standard is available at http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm.

UNICODE

The Unicode Consortium. The Unicode Standard, Version 4.0.1, defined by: The Unicode Standard, Version 4.0 (Reading, MA, Addison-Wesley, 2003. ISBN 0-321-18578-1), as amended by Unicode 4.0.1 (http://www.unicode.org/versions/Unicode4.0.1/).

OFCOM

Guidance Notes, Section 2: Harm and offence Annex 1, "Ofcom Guidance Note on Flashing Images and Regular Patterns in Television (Re-issued as Ofcom Notes 25 July 2005)" available at http://www.ofcom.org.uk/tv/ifi/guidance/bguidance/guidance2.pdf)