This is a first working draft for a document that provides information to
anyone who wishes to test whether an authoring tool satisfies the checkpoints
of "Authoring Tool Accessibility Guidelines 1.0" [ATAG10].
This document is part of a series of accessibility documents published by
the W3C Web Accessibility Initiative (WAI).
This section describes the status of this document at the time of its
publication. Other documents may supersede this document. The latest status of
this document series is maintained at the W3C.
This document is an initial draft for a new section of a W3C Note,
published as an informative appendix to "Authoring Tool Accessibility
Guidelines 1.0". The Working Group expects to update this document.
Suggestions for additional techniques are welcome.
This document is published for review by the Authoring Tool
Accessibility Guidelines Working Group (AUWG)
and other interested parties, and has not been endorsed by the Working Group,
the W3C or any of the W3C
Membership.
For further information about Working Group decisions, please consult the
minutes of AUWG
Meetings.
This document has been produced by the Authoring Tool
Accessibility Guidelines Working Group (AUWG)
as part of the Web Accessibility Initiative (WAI). The goals of the
Working Group are discussed in the AUWG
charter.
Please send general comments about this document to the public mailing
list: w3c-wai-au@w3.org (public
archives).
A list of current W3C Recommendations and other technical documents
including Working Drafts and Notes can be found at http://www.w3.org/TR.
Is your tool:
- specifically designed to edit and produce Web content?
- equipped with the option of saving material in a Web format?
- able to transform non-Web documents into Web formats (e.g., filters to
transform desktop publishing formats to HTML)?
- capable of producing multimedia, especially where it is intended for use
on the Web?
If the answer to any of these questions is "yes", then the authoring tool
accessibility guidelines apply to your software. This document will help you
determine whether your tool complies with the guidleines or not.
General Questions:
1: [Priority 2]
Does the tool support the latest version of all the markup languages it can be
used to produce? (2.1)
PART 1:
Images (including Image Maps)
IMPORTANT NOTE: Not all the image-related checkpoints in the guidelines
apply to all kinds of tools. Therefore, the image part of the conformance
evaluation process has been split into two sections:
- If your the tool allow you to insert image elements into a markup
document (ex. Web authoring tool, word processessor), then the tool is a
"Markup Editor". You need to complete Section A.
- If your tool allows you to create or edit images (ex. paint or drawing
program), then the tool is an "Image Editor". You need to complete Section
B.
- If both terms apply, then you must complete both sections. If you
neither apply, you can skip to Part 2 of the evaluation.
SECTION A (Tool is a Markup
Editor)
IMPORTANT DEFINITION:
Equivalent Alternatives (EA)
An equivalent alternative (EA) is content that fulfills essentially
the same function or purpose upon presentation to the user as the
potentially inaccessible primary content. EAs play an important role
in accessible authoring practices since certain types of content may
not be accessible to all users (e.g., video, images, audio, etc.). For
more information, see the Web Content Accessibility Guidelines WCAG
1.0.
The Images Part of this document will refer to two priorities (1
and 3; there are 2's) of EAs according to the priority assigned to it
by the WCAG 1.0 recommendation. If a priority is not specified then
both priority levels are assumed. The following is a list of EAs
followed by their priority and the relevant WCAG checkpoint that
assigned the priority.
for Images:
- img:alt, img:longdesc, input:alt (HTML) - [Priority 1] (wcag 1.1)
- g:title, g:desc (SVG) - [Priority 1] (wcag 1.1)
- img:alt, img:longdesc, img:text (SMIL) - [Priority 1] (wcag 1.1)
for Image Maps:
- area:alt (HTML) - [Priority
1] (wcag 1.1)
- server-side image map regions:redundant text links (HTML) -
[Priority 1] (wcag
1.2)
- client-side image map regions:redundant text links (HTML) -
[Priority 3] (wcag
1.5)
for Objects displaying Images:
- object: text equivalent in the element content (HTML) - [Priority 1] (wcag 1.2)
NOTE: It is assumed that the term EA will refer to those EAs
appropriate to the type of markup or image produced. (ex. an HTML
editor only needs to be checked for the EAs relevant to HTML)
|
Inserting an Image:
INSTRUCTIONS: Use the tool
to insert an image into a document and then answer questions X to Y.
If the tool is capable of inserting an image by drag and drop, test
this method as well. Answer questions Q1 to Q4. |
Q1: [Priority 1]
Did the tool allow you to add the Equivalent Alternatives (EAs) for the image
(including typing one by hand after insertion)? (1.1)
Q2: [Priority 1]
Did the tool automatically generate EAs based on the file name, size or other
information that is not necessarily related to the function of the image.?
(3.4)
- YES: Fail / NO: Pass (note: different scoring)
Q3: [Priority
2] Did the tool support the PNG format for inserting raster images and
the SVG format for inserting vector graphics? (2.1)
Q4: [Priority
3] Does the tool let you search for, reuse or otherwise manage the EAs
of images? (3.5)
Saving:
INSTRUCTIONS: Use the tool
to save the document. Answer questions Q5 and Q6. |
Q5: [Priority 1]
Did the tool prompt (require, suggest or notify you of the absence of
information and then provide a means for rectifying the situation) you to
add Priority 1 EAs for all the images at some point during the creation of the
document (ex. at insertion of each image, after the successful save, etc.)?
(3.1)
Q6: [Priority
3] Did the tool prompt (require, suggest or notify you of the
absence of information and then provide a means for rectifying the
situation) for the addition of Priority 3 EAs for all the images at
some point during the creation of the document (ex. at insertion of each
image, after the successful save, etc.)? (3.1)
Re-saving and Reformatting:
INSTRUCTIONS: Create a new
file with the following markup (appropriate to the tool). The EAs are
shown in bold. Open the file using the authoring tool. Save the file
and re-open it in a text editor. Answer question Q7.
HTML:
<html> <head> <title> </title>
</head> <body>
<img src="map.gif" alt="Map of the world"
longdesc="mapdesc.html">
<form method="POST"
action="http://somesite.com/prog/someprog">
<p><input type="image" src="map.gif" name="mapbutton"
alt="Buy map"></form>
<img src="map.gif" alt="Image map of the world"
usemap="#map1">
<p>[<a href="na.html">North America</a>]
[<a href="sa.html">South
America</a>]</p>
<map name="map1">
<area shape="rect" coords="0,0,30,30" href="na.html"
alt="North America">
<area shape="rect" coords="34,34,100,100" href="sa.html"
alt="South America"></map>
<a
href="http://myserver.com/cgi-bin/imagemap/my-map">
<img src="map.gif" alt="World map (Text links
follow)" ismap></a>
<p>[<a href="na.html">North America</a>]
[<a href="sa.html">South
America</a>]</p>
<object data="magnify.gif"
type="image/gif">Search</object>
</body> </html>
|
Q7: [Priority 1]
Does the tool preserve the values of the EAs during re-saving? (1.2)
INSTRUCTIONS: Create a new
file with the markup above (appropriate to the tool). Then
"Round-trip" the file by saving it as another format and then saving
it back to the original (note: for this to work, the other format
chosen must include equivalent EAs, ex. HTML to XHTML and back).
Answer question Q8. |
Q8: [Priority 1]
Does the tool preserve the values of the EAs during reformatting? (1.2)
INSTRUCTIONS: Create a new
file with the following markup (appropriate to the tool). Open the
file using the authoring tool. Save the file and re-open it in a text
editor. Answer questions Q9 and Q10.
HTML:
<html> <head> <title> </title>
</head> <body>
<img src="test.gif" alt="test alt" longdesc="test.html"
testattr="test for preserving unknown attributes">
</body> </html>
|
Q9: [Priority
2] Does the tool preserve the unrecognized markup? ( 4.3)
Q10: [Priority
3] Does the tool notify you that the output of the tool does not
conform to W3C specifications (due to the new attribute)? (2.3)
Automatic Markup Generation:
INSTRUCTIONS: If the tool
has the ability to add entire elements (ex. IMG), a groups of
elements (toolbar generator) or even build a page for you (ex. a
wizard), then use it to generate a page that contains at least one
image. Save the file and re-open it in a text editor. Answer questions
Q11 to Q13. |
Q11: [Priority 1]
Does the tool automatically generate valid image markup (ex. is the
required ALT attribute present for all HTML4 IMG elements)? (2.2)
Q12: [Priority 1]
Are meaningful Priority 1 EAs included for the generated images? (1.3)
Q13: [Priority
3] Are meaningful Priority EAs included for the generated images?
(1.3)
Bundled Web Content:
INSTRUCTIONS: If the tool
includes templates, open one that has at least one image. Answer
questions Q14 and Q15. |
Q14: [Priority 1]
Are Priority 1 EAs included for the images in the template? (1.4)
Q15: [Priority
3] Are Priority 3 EAs included for the images in the template?
(1.4)
INSTRUCTIONS: If the tool
includes bundled images (ex. clipart) , insert some into the document.
Answer questions Q16 and Q17. |
Q16: [Priority 1]
Do the images include pre-written Priority 1 EAs? (3.3)
Q17: [Priority
3] Do the images include pre-written Priority 3 EAs? (3.3)
Checking for Accessibility:
INSTRUCTIONS: Create a new
file with the following markup (appropriate to the tool) that has had
its EAs removed. Open the file using the authoring tool. Answer
questions Q18 to Q21.
HTML:
<html> <head> <title> </title>
</head> <body>
<img src="map.gif">
<form method="POST"
action="http://somesite.com/prog/someprog">
<p><input type="image" src="map.gif"
name="mapbutton"></form>
<img src="map.gif" alt="Image map of the world"
usemap="#map1">
<map name="map1">
<area shape="rect" coords="0,0,30,30" href="na.html">
<area shape="rect" coords="34,34,100,100"
href="sa.html"></map>
<a
href="http://myserver.com/cgi-bin/imagemap/my-map">
<img src="map.gif" ismap></a>
<object data="magnify.gif"
type="image/gif"></object>
</body> </html>
|
Q18: [Priority 1]
Does the tool check for and notify you when Priority 1 EAs for images are
absent? (4.1)
Q19: [Priority 1]
Does the tool assist you to add Priority 1 EAs for images when they are found
to be absent? (4.2)
Q20: [Priority
3] Does the tool check for and notify you when Priority 3 EAs for
images are absent? (4.1)
Q21: [Priority
3] Does the tool assist you to add Priority 3 EAs for images when they
are found to be absent? (4.2)
Documentation:
INSTRUCTIONS: Open the
tool's documentation. Answer questions Q22 to Q24. |
Q22: [Priority 1]
Is there documentation for all the features of the tool concerned with addding
EAs for images? (6.1)
Q23: [Priority
2] Does the documentation regarding the EAs for images appear well
integrated with the rest of the documentation (ex. do all images in the
examples include EAs)? (6.2)
Q24: [Priority
3] Is there a dedicated section that documents all the features of the
tool concerned with addding EAs for images? (6.3)
User Interface Presence:
INSTRUCTIONS: Insert
another image into a document. Then select the image and edit its EAs.
Answer question Q25. |
Q25: [Priority
2] Does functionality for adding and editing the EAs for images appear
well integrated with the overall look and feel of the tool (ex. included
within standard image insertion and properties dialogs)? (5.1)
Accessible Interface:
INSTRUCTIONS: Select the
same image. This time, try and edit all the properties (not just the
EAs) of the image using only the keyboard. Answer question Q26. |
Q26: [Priority 1]
Does the tool allow you to edit all properties in an accessible fashion?
(7.3)
For multimedia
Priority 1: Required for all levels of conformance (i.e. A, Double-A,
Triple-A)
Step 3: Is it possible to add the Equivalent Alternatives (EAs) for
multimedia using the tool (includes typing them manually)? (1.1)
Step 4: Does the tool preserve the values of the EAs during
re-saving, reformatting, etc.? (1.2)
Step 5: Are meaningful Priority 1 EAs included when multimedia
content is part of markup generated by the tool (ex. wizard)? (1.3)
Step 6: Are Priority 1 EAs included for multimedia content that
appears as part of templates included with the distribution of the tool (ex. a
photo album template)? (1.4)
Step 7: Does the tool automatically generate valid markup with
regard to multimedia content (ex. is the required ALT attribute present
for all HTML4 IMG elements)? (2.2)
Step 8: Does the tool prompt (require, suggest or notify the user
of the absence of information and then provide a means for rectifying the
situation) for the addition of Priority 1 EAs when an multimedia content
is inserted? (3.1)
Step 9: Does any multimedia content (ex. clipart, etc.) that is
included with the distibution of the tool include pre-written Priority 1 EAs?
(3.3)
Step 10: Does the tool automatically generate EAs based on the file
name, size or other information that is not necessarily related to the content
or function of the multimedia content.? (3.4)
Step 11: Does the tool resuse previously authored EAs without author
confirmation when the function is not known with certainty (ex. the tool
automatically uses the same ALT value for two copies of the same multimedia
content that is linked to different locations)? (3.4)
Step 12: Does the tool check for and notify the author when Priority
1 EAs for multimedia content is absent? (4.1)
Step 13: Does the tool assist the author in adding Priority 1 EAs
for multimedia content when they are found to be absent? (4.2)
Step 14: Does the tool allow the author to edit all properties
(attributes, styles, etc.) of multimedia content-related elements in an
accessible fashion (i.e. using the keyboard)? (7.3)
Priority 2: Required for level Double-A and Triple-A
conformance
Step 15: Are meaningful Priority 2 EAs included when multimedia
content is part of markup generated by the tool (ex. wizard)? (1.3)
Step 16: Are Priority 2 EAs included for multimedia content that
appear as part of templates included with the distribution of the tool (ex. a
photo album template)? (1.4)
Step 17: Does the tool prompt (require, suggest or notify the
user of the absence of information and then provide a means for rectifying the
situation) for the addition of Priority 2 EAs when multimedia content is
inserted? (3.1)
Step 18: Does any multimedia content (ex. clipart, etc.) that are
included with the distibution of the tool include pre-written Priority 2 EAs?
(3.3)
Step 19: Does the tool support the latest version of all the markup
languages it can be used to produce? (2.1)
Step 21: Does the tool check for and notify the author when Priority
2 EAs for multimedia content is absent? (4.1)
Step 22: Does the tool assist the author in adding Priority 2 EAs
for multimedia content when they are found to be absent? (4.2)
Step 23: Does the tool allow unrecognized markup to be preserved
through the editing and re-saving process (ex. will the LONGDESC attribute of
IMG be preserved if the tool does not support LONGDESC)? ( 4.3)
Step 24: Does functionality for adding and editing the EAs for
multimedia content appear well integrated with the overall look and feel of
the tool (ex. included within standard multimedia content insertion and
properties dialogs)? (5.1)
Step 25: Does the documentation regarding the EAs for multimedia
content appear well integrated with the rest of the documentation (used in
examples throughout, not confined to a separate section)? (6.2)
Priority 3: Only required for level Triple-A conformance
Step 26: Are meaningful Priority 3 EAs included when multimedia
content is part of markup generated by the tool (ex. wizard)? (1.3)
Step 27: Are Priority 3 EAs included for multimedia content that
appear as part of templates included with the distribution of the tool (ex. a
video album template)? (1.4)
Step 28: Does the tool prompt (require, suggest or notify the
user of the absence of information and then provide a means for rectifying the
situation) for the addition of Priority 3 EAs when an multimedia content
is inserted? (3.1)
Step 29: Does any multimedia content (ex. media clipart, etc.) that
are included with the distibution of the tool include pre-written Priority 3
EAs? (3.3)
Step 30: If the multimedia content-related output of the tool does
not conform to W3C specifications , does the tool notify the author? (2.3)
Step 31: Does the tool include the ability to search and reuse or
otherwise manage the EAs of multimedia content? (3.5)
Step 32: Does the tool check for and notify the author when Priority
3 EAs for multimedia content is absent? (4.1)
Step 33: Does the tool assist the author in adding Priority 3 EAs
for multimedia content when they are found to be absent? (4.2)
Forms
Insert a form and each of the following 7 types of control:
- A text input
- A textarea input
- A set of radio buttons
- A set of checkboxes
- A drop down menu (html
select
element)
- A graphic button
- A submit button
Priority 1 tests
Is the control validly coded? in a valid way? (2.2)
Do template examples of forms work without scripts or applets? (1.4 and 3.3
WCAG 6.3)
For each control:
- Can you specify an explicit label? (1.1)
- Does the control work without scripts or applets (client-side) for
processing? (1.3, WCAG 6.3)
- Is there a check for this? (4.1)
- Is there help on how to fix it? (4.2)
- Is it documented how to add a label to a control?
- How to group controls? (6.1)
- Can you edit all the properties of the control? (7.3)
- Is the control validly coded? in a valid way? (2.2)
Priority 2 tests
If there are scripts, does the tool preserve them where it doesn't
recognise them? (4.3)
Perform each of the following three tests once for each control, and then
answer the next set of 4 questions about the features tested by each task.
- Does the form control work according to W3C specifications (2.1)
- Are you prompted to add labels to form controls? (3.2, WCAG 12.4)
- If there are scripts to handle the forms, do they have
device-independent triggers? (1.3 WCAG 6.4, 9.2, 9.3)
The following 4 tests should be made for each of the 3 features tested
above
- Are the features checked for? (4.1, WCAG as above)
- Is there help to fix them? (4.2, WCAG as above)
- Are they included in documentation (and examples)? (6.2)
- Are they present in prepackaged examples / templates? (1.4, 3.3 WCAG as
above)
Priority 3 test
If the code does not conform to W3C specifications, does the tool inform
you? (2.3)
Section B (Tool is an Image
Editor)
Note:
Equivalent Alternatives (EA) for Image Editors
The meaning of the term equivalent alternative (EA) is slightly
different for image editors than for markup editors. For markup
editors, image EAs refer to those markup structures that convey
alternative content about images in a document. These structures are
specific to the markup language produced. For image editors, some of
the EAs, those placed in the text tracks of images, are stored in set
structures, however other EAs may be stored separately as plain text,
RTF, or other format that may be retreived and used by markup editors
when the image is inserted into a document.
Therefore, in this section the term Equivalent Alternative (EA)
will refer more generally to short descriptive labels and long
descriptive text. Both have priority 1, since that is their maximum
priority once imported into HTML.
Short Descriptive Labels [Priority 1]:
- May be stored in image formats with text tracks (i.e. PNG, SVG,
WebCGM, JPEG, GIF)
- Suitable for: img:alt (HTML, SMIL), img:longdesc (HTML),
input:alt (HTML), g:title (SVG)
Long Descriptive Text [Priority 1]:
- May be stored ???
- Suitable for: img:longdesc (HTML, SMIL), g:desc (SVG)
|
Creating a New Image:
INSTRUCTIONS: Use the tool
to create a new image file. Answer questions Q27 to Q31. |
Q27: [Priority 1]
Is it possible to use the tool to author short or long descriptive EAs for the
image (stored either separately or in text tracks)? (1.1)
Q28: [Priority 1]
Did the tool automatically generate EAs based on the file name, size or other
information that is not necessarily related to the content or function of the
image? (3.4)
- YES: Fail / NO: Pass (note: different scoring)
Q29: [Priority
2] If the tool is intended to produce raster images, does the tool
support the Portable Network Graphics (PNG) format? (2.1)
Q30: [Priority
2] If the tool is intended to produce vector graphics, does the tool
support the Scalable Vector Graphics (SVG) format? (2.1)
Q31: [Priority
3] Does the tool let you search for, reuse or otherwise manage the EAs
of images? (3.5)
Saving:
INSTRUCTIONS: Use the tool
to make a change to the image. Then save the image. Answer question
Q32. |
Q32: [Priority 1]
Does the tool prompt (require, suggest or notify you of the absence of
information and then provide a means for rectifying the situation) you to
add Priority 1 EAs at some point during the creation of the image (ex. after
the successful save)? (3.1)
Re-saving and Reformatting:
INSTRUCTIONS: Open the test
image "re-saving_test". Save a copy of the image file to
"re-saving_test2". Open this file using the image EA viewer tool
provided. Answer question Q33. |
Q33: [Priority 1]
Are EAs (in text tracks or separate files) preserved during re-saving?
(1.2)
INSTRUCTIONS: Open the test
image "re-saving_test". Save a copy of the image file to another
format. Open this file using the image EA viewer tool provided. Answer
question Q34. |
Q34: [Priority 1]
Are EAs (in text tracks or separate files) preserved during conversion to
another format, where possible (i.e. EAs in text tracks placed in text track
of new format or separate associated file if the new format does not include
text tracks)? (1.2)
INSTRUCTIONS: Open a new
image or save an image in order to check which imgae formats are
available. |
Q35: [Priority
3] If the tool produces a raster image in a format besides PNG, does
the tool inform you? (2.3)
Q36: [Priority
3] If the tool produces a vector graphic image in a format besides SVG,
does the tool inform you? (2.3)
Bundled Web Content:
INSTRUCTIONS: If the tool
includes bundled images (ex. clipart), then insert some into the
document. Answer questions Q37. |
Q37: [Priority 1]
Do the images include pre-written Priority 1 EAs? (3.3)
Checking for Accessibility:
INSTRUCTIONS: Open and save
"image_noEA". Answer questions Q38 and Q39. |
Q38: [Priority 1]
Does the tool check for and notify you when Priority 1 EAs for an image are
absent? (4.1)
Q39: [Priority 1]
Does the tool assist you to add Priority 1 EAs when they are found to be
absent? (4.2)
Documentation:
INSTRUCTIONS: Open the
tool's documentation. Answer
questions Q40 to Q42. |
Q40: [Priority 1]
Is there documentation for all the features of the tool concerned with addding
EAs for images? (6.1)
Q41: [Priority
2] Does the documentation regarding EAs appear well integrated with the
rest of the documentation (ex. do all the image editing process examples
include EAs)? (6.2)
Q42: [Priority
3] Is there a dedicated section that documents all the features of the
tool concerned with addding EAs? (6.3)
User Interface Presence:
INSTRUCTIONS: If it is
possible to edit the EAs of an image, do so now. Answer question
Q43 |
Q43: [Priority
2] Does functionality for adding and editing the EAs appear well
integrated with the overall look and feel of the tool (ex. included within
standard properties dialogs)? (5.1)
Accessible Interface:
INSTRUCTIONS: This time,
try and edit all the properties (not just the EAs) of the image using
only the keyboard. Answer question Q44. |
Q44: [Priority 1]
Does the tool allow you to edit all properties in an
accessible fashion? (7.3)
Section C (Tool is an
Multimedia Editor)
Priority 1: Required for all levels of conformance (i.e. A, Double-A,
Triple-A)
Step 34: If the tool supports multimedia content formats with text
tracks (i.e. SVG, QuickTime, Flash), is it possible to use the tool to add
Equivalent Alternatives (EAs) to the text tracks? (1.1)
Step 35: Is it possible to use the tool to author Equivalent
Alternatives (EAs) for the multimedia content that can be stored in separate
files (ex. short (ALT) and long (LONGDESC) descriptive text files)? (1.1)
Step 36: If the tool supports multimedia content formats with text
tracks, are the text track values preserved during re-saving, conversion to
another format that includes text tracks, etc.? (1.2)
Step 37: If the tool supports separate descriptive files for
multimedia content, are those files preserved during re-saving or conversion
to another format, etc.? (1.2)
Step 38: Does the tool prompt (require, suggest or notify the
user of the absence of information and then provide a means for rectifying the
situation) for the addition of separate or text track Priority 1 EAs at
some point during the creation of multimedia content (ex. after a successful
save)? (3.1)
Step 39: Does the multimedia content (ex. video clipart, etc.)
included in the tool's distibution packages include pre-written Priority 1 EAs
stored in their text tracks or as separate descriptive files? (3.3)
Step 40: Does the tool automatically generate EAs based on the file
name, size or other information that is not necessarily related to the content
or function of the multimedia content? (3.4)
Step 41: If the tool supports multimedia content formats with text
tracks, does the tool check for and notify the author when Priority 1 EAs are
absent from this track? (4.1)
Step 42: Does the tool check for and notify the author when separate
descriptive files storing the Priority 1 EAs for multimedia content are
absent? (4.1)
Step 43: If the tool supports multimedia content formats with text
tracks, does the tool assist the author in adding Priority 1 EAs when they are
found to be absent? (4.2)
Step 44: Does the tool assist the author in adding Priority 1 EAs to
separate descriptive files when they are found to be absent? (4.2)
Step 45: Does the tool allow the author to edit all properties
(colour, size, transparency, etc.) of the multimedia content in an accessible
fashion (i.e. using the keyboard)? (7.3)
Priority 2: Required for level Double-A and Triple-A
conformance
Step 47: If the tool is intended to produce vector graphics, does
the tool support the Scalable Vector Graphics (SVG) format? (2.1)
Step 48: Does the tool prompt (require, suggest or notify the
user of the absence of information and then provide a means for rectifying the
situation) for the addition of separate or text track Priority 2 EAs at
some point during the creation of multimedia content (ex. after a successful
save)? (3.1)
Step 49: Does the multimedia content (ex. media clipart, etc.)
included in the tool's distibution packages include pre-written Priority 2 EAs
stored in their text tracks or as separate descriptive files? (3.3)
Step 50: If the tool supports multimedia content formats with text
tracks, does the tool check for and notify the author when Priority 2 EAs are
absent from this track? (4.1)
Step 51: Does the tool check for and notify the author when separate
descriptive files storing the Priority 2 EAs for the multimedia content are
absent? (4.1)
Step 52: If the tool supports multimedia content formats with text
tracks, does the tool assist the author in adding Priority 2 EAs when they are
found to be absent? (4.2)
Step 53: Does the tool assist the author in adding Priority 2 EAs to
separate descriptive files when they are found to be absent? (4.2)
Step 54: Does functionality for adding and editing the EAs stored in
separate descriptive files or text tracks appear well integrated with the
overall look and feel of the tool? (5.1)
Step 55: Does the documentation regarding the adding and editing the
EAs stored in separate descriptive files or text track appear well integrated
with the rest of the documentation (used in examples throughout, not confined
to a separate section)? (6.2)
Priority 3: Only required for level Triple-A conformance
Step 57: If the tool produces a vector graphic image in a format
besides SVG, does the tool inform the author? (2.3)
Step 58: Does the tool prompt (require, suggest or notify the
user of the absence of information and then provide a means for rectifying the
situation) for the addition of separate or text track Priority 3 EAs at
some point during the creation of multimedia content (ex. after a successful
save)? (3.1)
Step 59: Does the multimedia content (ex. video clipart, etc.)
included in the tool's distibution packages include pre-written Priority 3 EAs
stored in their text tracks or as separate descriptive files? (3.3)
Step 60: Does the tool include the ability to search and reuse or
otherwise manage the EAs stored in separate descriptive files or text track?
(3.5)
Step 61: If the tool supports multimedia content formats with text
tracks, does the tool check for and notify the author when Priority 3 EAs are
absent from this track? (4.1)
Step 62: Does the tool check for and notify the author when separate
descriptive files storing the Priority 3 EAs for multimedia content are
absent? (4.1)
Step 63: If the tool supports multimedia content formats with text
tracks, does the tool assist the author in adding Priority 3 EAs when they are
found to be absent? (4.2)
Step 64: Does the tool assist the author in adding Priority 3 EAs to
separate descriptive files when they are found to be absent? (4.2)
- Accessibility (Also: Accessible)
- Within these guidelines, "accessible Web content" and "accessible
authoring tool" mean that the content and tool can be used by people
regardless of disability.
- To understand the accessibility issues relevant to authoring tool
design, consider that many authors may be creating content in contexts
very different from your own:
- They may not be able to see, hear, move, or may not be able to
process some types of information easily or at all;
- They may have difficulty reading or comprehending text;
- They may not have or be able to use a keyboard or mouse;
- They may have a text-only display, or a small screen.
- Accessible design will benefit people in these different authoring
scenarios and also many people who do not have a physical disability but
who have similar needs. For example, someone may be working in a noisy
environment and thus require an alternative representation of audio
information. Similarly, someone may be working in an eyes-busy
environment and thus require an audio equivalent to information they
cannot view. Users of small mobile devices (with small screens, no
keyboard, and no mouse) have similar functional needs as some users with
disabilities.
- Accessibility Awareness
- An "accessibility-aware" application is one that
has been designed to account for authors' differing needs, abilities,
and technologies. In the case of authoring tools, this means that (1)
care has been taken to ensure that the content produced by user-authors
is accessible and (2) that the user interface has been designed to be
usable with a variety of display and control technologies.
- Accessibility
Information
- "Accessibility information" is content, including information and
markup, that is used to improve the accessibility of a document.
Accessibility information includes, but is not limited to, equivalent alternative information.
- Accessibility Problem
(Also: Inaccessible
Markup)
- Inaccessible Web content or authoring tools cannot be used by some
people with disabilities. The Web Content Accessibility Guidelines 1.0
[WCAG10]
describes how to create accessible Web content.
- Accessible Authoring
Practice
- "Accessible authoring practices" improve the accessibility of Web
content. Both authors and tools engage in accessible authoring
practices. For example, authors write clearly, structure their content,
and provide navigation aids. Tools automatically generate valid markup
and assist authors in providing and managing appropriate equivalent
alternatives.
- Alert
- An "alert" draws the author's attention to an event or situation. It
may require a response from the author. An
alert warns the author that there are problems that need to be
addressed. Attracting the author's attention artfully can be
challenging, since author perceptions of alerts, prompts, and warnings
can influence opinions of the tool and even of accessible
authoring.
- An Unintrusive Alert is an alert
such as an icon, underlining, or gentle sound that can be presented to
the author without necessitating immediate action. For example, in some
word processors misspelled text is highlighted without forcing the
author to make immediate corrections. These alerts allow authors to
continue editing with the knowledge that problems will be easy to
identify at a later time. However, authors may become annoyed at the
extra formatting or may choose to ignore the alerts altogether.
- An Interruptive Alert is an
informative message that interrupts the editing process for the author.
For example, interruptive alerts are often presented when an author's
action could cause a loss of data. Interruptive alerts allow problems to
be brought to the author's attention immediately. However, authors may
resent the constant delays and forced actions. Many people prefer to
finish expressing an idea before returning to edit its format.
- Alternative
Information (Also: Equivalent
Alternative)
- Content is "equivalent" to other content when both fulfill essentially
the same function or purpose upon presentation to the user. Equivalent
alternatives play an important role in accessible authoring practices
since certain types of content may not be accessible to all users (e.g.,
video, images, audio, etc.). Authors are encouraged to provide text
equivalents for non-text content since text may be rendered as
synthesized speech for individuals who have visual or learning
disabilities, as braille for individuals who are blind, or as graphical
text for individuals who are deaf or do not have a disability. For more
information about equivalent alternatives, please refer to the Web
Content Accessibility Guidelines WCAG 1.0
[WCAG10].
- Text equivalents for still images can be short
("Site Map Link") or long (e.g., "Figure 4 shows that the population of
bacteria doubled approximately every twenty hours over the first one
hundred hours, increasing from about 1000 per milliliter to about 32,000
per milliliter."). Text equivalents for audio clips are called "text
transcripts". Captions are essential text equivalents
for movie audio. Another essential text equivalent for a movie is a "collated text transcript." An essential
non-text equivalent for movies is "auditory description" of the key
graphical elements of a presentation.
- Attribute
- This document uses the term "attribute" as used in SGML and XML ([XML]): Element types
may be defined as having any number of attributes. Some attributes are
integral to the accessibility of content (e.g., the
"alt"
,
"title"
, and "longdesc"
attributes in
HTML).
- In the following example, the attributes of the
beverage
element type are "flavour"
, which
has the value "lots", and "colour"
, which has the value
"red":
<beverage flavour="lots" colour="red">my favourite</beverage>
- Auditory
Description
- An "auditory description" provides information about actions, body
language, graphics, and scene changes in a video. Auditory descriptions
are commonly used by people who are blind or have low vision, although
they may also be used as a low-bandwidth equivalent on the Web. An
auditory description is either a pre-recorded human voice or a
synthesized voice (recorded or automatically generated in real time).
The auditory description must be synchronized with the auditory track of
a video presentation, usually during natural pauses in the auditory
track.
- Authoring
Tool
- An "authoring tool" is any software that is used to produce content
for publishing on the Web. Authoring tools include:
- Editing tools specifically designed to produce Web content (e.g.,
WYSIWYG HTML and XML editors);
- Tools that offer the option of saving material in a Web format
(e.g., word processors or desktop publishing packages);
- Tools that transform documents into Web formats (e.g., filters to
transform desktop publishing formats to HTML);
- Tools that produce multimedia, especially where it is intended for
use on the Web (e.g., video production and editing suites, SMIL
authoring packages);
- Tools for site management or site publication, including tools
that automatically generate Web sites dynamically from a database,
on-the-fly conversion and Web site publishing tools;
- Tools for management of layout (e.g., CSS formatting tools).
- Automated Markup Insertion
Function
- "Automated markup insertion functions" are the
features of an authoring tool that allow the author to produce markup
without directly typing it. This includes a wide range of tools from
simple markup insertion aids (such as a bold button on a toolbar) to
markup managers (such as table makers that include powerful tools such
as "split cells" that can make multiple changes) to high level site
building wizards that produce almost complete documents on the basis of
a series of author preferences.
- Captions
- "Captions" are essential text equivalents for movie audio.
Captions consist of a text
transcript of the auditory track of the movie (or other video
presentation) that is synchronized with the video and auditory tracks.
Captions are generally rendered graphically and benefit people who can
see but are deaf, hard-of-hearing, or cannot hear the audio.
- Conversion Tool
- A "conversion tool" is any application or application feature (e.g.,
"Save as HTML") that transforms convent in one format to another format
(such as a markup language).
- Check
for
- As used in checkpoint 4.1, "check for" can refer to three types
of checking:
- In some instances, an authoring tool will be able to check for
accessibility problems automatically. For example, checking for
validity (checkpoint 2.2) or testing whether an image is
the only content of a link.
- In some cases, the tool will be able to "suspect" or "guess" that
there is a problem, but will need confirmation from the author. For
example, in making sure that a sensible reading order is preserved a
tool can present a linearized version of a page to the author.
- In some cases, a tool must rely mostly on the author, and can only
ask the author to check. For example, the tool may prompt the author
to verify that equivalent alternatives for multimedia are
appropriate. This is the minimal standard to be satisfied. Subtle,
rather than extensive, prompting is more likely to be effective in
encouraging the author to verify accessibility where it cannot be
done automatically.
- Current User Selection
- When several views co-exist, each may have a selection, but only one is active,
called the "current user selection." User selections may be rendered
specially (e.g., graphically highlighted).
- Description Link (D-link)
- A "description link", or D-Link, is an
author-supplied link to additional information about a piece of content
that might otherwise be difficult to access (image, applet, video,
etc.).
- Document
- A "document" is a series of elements that are defined by a markup language (e.g., HTML 4 or an XML
application).
- Editing an
element
- "Editing an element" involves making changes to one
or more of an element's attributes or properties. This applies to all
editing, including, but not limited to, direct coding in a text editing
mode, making changes to a property dialog or direct User Interface
manipulation.
- Editing
View
- An "editing view" is a view
provided by the authoring tool that allows editing.
- Element
- An "element" is any identifiable object within a document, for
example, a character, word, image, paragraph or spreadsheet cell. In [HTML4] and [XML], an element
refers to a pair of tags and their content, or an "empty" tag - one that
requires no closing tag or content.
- Focus
- The "focus" designates the active element (e.g.,
link, form control, element with associated scripts, etc.) in a view
that will react when the user next interacts with the document.
- Generation Tool
- A "generation tool" is a program or script that
produces automatic markup "on the fly" by following a template or set of
rules. The generation may be performed on either the server or client
side.
- Image Editor
- An image editor is a graphics program that provides
a variety of options for altering images of different formats.
- Inform
- To "inform" is to make the author aware of an event or situation
through alert, prompt, sound, flash, or other
means.
- Inserting an element
- "Inserting an element" involves placing that
element's markup within the markup of the file. This applies to all
insertions, including, but not limited to, direct coding in a text
editing mode, choosing an automated insertion from a pull-down menu or
tool bar button, "drag-and-drop" style insertions, or "paste"
operations.
- Markup
Language
- Authors encode information using a "markup language" such as HTML [HTML4], SVG [SVG], or MathML [MATHML].
- Multimedia Authoring
Tool
- A "multimedia authoring tool" is software that
facilitates integration of diverse media elements into an comprehensive
presentation format. Multimedia includes video, audio, images,
animations, simulations, and other interactive components.
- Presentation Markup
- "Presentation markup" is markup
language that encodes information about the desired
presentation or layout of the content. For example, Cascading Style
Sheets ([CSS1],
[CSS2]) can be
used to control fonts, colors, aural rendering, and graphical
positioning. Presentation markup should not be used in place of structural markup to convey structure.
For example, authors should mark up lists in HTML with proper list
markup and style them with CSS (e.g., to control spacing, bullets,
numbering, etc.). Authors should not use other CSS or HTML incorrectly
to lay out content graphically so that it resembles a list.
- Prompt
- A "prompt" is a request for author input, either information or a
decision. A prompt requires author response. For example, a text equivalent entry field prominently
displayed in an image insertion dialog would constitute a prompt.
Prompts can be used to encourage authors to provide information needed
to make content accessible (such as alternative text equivalents).
- Property
- A "property" is a piece of information about an element, for example
structural information (e.g., it is item number 7 in a list, or plain
text) or presentation information (e.g., that it is marked as bold, its
font size is 14). In XML and HTML, properties of an element include the
type of the element (e.g.,
IMG
or DL
), the
values of its attributes, and information associated
by means of a style sheet. In a database, properties of a particular
element may include values of the entry, and acceptable data types for
that entry.
- Publishing Tool
- A "publishing tool" is software that allows content
to be uploaded in an integrated fashion. Sometimes these tools makes
changes such as local hyper-reference modifications. Although these
tools sometimes stand alone, they may also be integrated into site
management tools.
- Rendered Content
- The "rendered content" of an element is that which
the element actually causes to be rendered by the user agent. This may
differ from the element's structural content. For example, some elements
cause external data to be rendered (e.g., the
IMG
element
in [HTML4]),
and in some cases, browsers may render the value of an attribute (e.g.,
"alt"
, "title"
) in place of the element's
content.
- Rendered View, Preview
- A "rendered view" simulates for the author how a
user will interact with the content being edited once published.
- Selection
- A "selection" is a set of elements identified for a
particular operation. The user selection identifies a set of elements
for certain types of user interaction (e.g., cut, copy, and paste
operations). The user selection may be established by the user (e.g., by
a pointing device or the keyboard) or via an accessibility Application
Programmatic Interface (API). A view may have several selections, but
only one user selection.
- Site Management Tool
- A "site management tool" provides an overview of an
entire Web site indicating hierarchical structure. It will facilitate
management through functions that may include automatic index creation,
automatic link updating, and broken link checking.
- Structural Markup
- "Structural markup" is markup
language that encodes information about the structural role
of elements of the content. For example, headings, sections, members of
a list, and components of a complex diagram can be identified using
structural markup. Structural markup should not be used incorrectly to
control presentation or layout. For example, authors should not use the
BLOCKQUOTE
element in HTML [HTML4] to achieve an
indentation visual layout effect. Structural markup should be used
correctly to communicate the roles of the elements of the content and presentation markup should be used
separately to control the presentation and layout.
- Transcript
- A "transcript" is a text representation of sounds in an audio clip or
an auditory track of a multimedia presentation. A "collated text
transcript" for a video combines (collates) caption text with text
descriptions of video information (descriptions of the actions, body
language, graphics, and scene changes of the visual track). Collated
text transcripts are essential for individuals who are deaf-blind and
rely on braille for access to movies and other content.
- Transformation
- A "transformation" is a process that changes a document or object into
another, equivalent, object according to a discrete set of rules. This
includes conversion tools, software that allows
the author to change the
DTD defined for the original document to another DTD, and the ability to change
the markup of lists and convert them into tables.
- User
Agent
- A "user agent" is software that retrieves and renders Web content.
User agents include browsers, plug-ins for a particular media type, and
some assistive technologies.
- User-Configurable
Schedule
- A "user-configurable schedule" allows the user to
determine the type of prompts and alerts that are used, including when
they are presented. For example, a user may wish to include multiple
images without being prompted for alternative information, and then
provide the alternative information in a batch process, or may wish to
be reminded each time they add an image. If the prompting is done on a
user-configurable schedule they will be able to make that decision
themselves. This technique allows a tool to suit the needs a wide range
of authors.
- Video Editor
- A "video editor" is software for manipulating video
images. Video editing includes cutting segments (trimming),
re-sequencing clips, and adding transitions and other special
effects.
- View
- Authoring tools may render the same content in a variety of ways; each
rendering is called a "view." Some authoring tools will have several
different types of view, and some allow views of several documents at
once. For instance, one view may show raw markup, a second may show a
structured tree, a third may show markup with rendered objects while a
final view shows an example of how the document may appear if it were to
be rendered by a particular browser. A typical way to distinguish views
in a graphic environment is to place each in a separate window.
Many thanks to the people who have contributed to this document.
For the latest version of any
W3C specification please consult the list of W3C Technical Reports at
http://www.w3.org/TR.
- [ACCESS-AWARE]
- "The
Three-tions of Accessibility-Aware HTML Authoring Tools," J.
Richards.
- [AMAYA]
- Amaya, developed at W3C, is both an authoring tool and browser with a
WYSIWYG-style
user interface. Amaya serves as a testbed for W3C specifications. Source
code, binaries, and further information are available at http://www.w3.org/Amaya/. The techniques in this
document are based on Amaya version 2.4.
- [AMAYA-HELP-IMG]
- "Images and Client-side Image
Maps," Amaya's Help page for images and image maps.
- [AMAYA-SAMPLE]
- "Amaya -
Authoring Tool Accessibility Guidelines 1.0 sample implementation"
Describes how Amaya, W3C's WYSIWYG browser/authoring tool, satisfies the
guidelines.
- [APPLE-HI]
- "Macintosh
Human Interface Guidelines," Apple Computer Inc.
- [APROMPT]
- The A-prompt tool allows authors to check many accessibility features
in HTML pages, and incorporates an "Alternative Information Management
Mechanism" (AIMM)) to manage equivalent alternative
information for known resources. The tool is built in such a way that
the functions can be incorporated into an authoring tool. A-prompt tool
is a freely available example tool developed by the Adaptive Technology
Resource Center at the University of Toronto, and the TRACE center at
the University of Wisconsin. The source code for the tool is also
available at http://aprompt.snow.utoronto.ca.
- [ATAG10]
- "Authoring Tool Accessibility Guidelines
1.0," J. Treviranus, C. McCathieNevile, I. Jacobs, and J. Richards,
eds. The latest version is available at
http://www.w3.org/TR/ATAG10.
- [AUTO-TOOL]
- "Techniques For Evaluation And
Implementation Of Web Content Accessibility Guidelines," C.
Ridpath.
- [CSS1]
- "CSS, level 1
Recommendation," B. Bos and H. Wium Lie, eds., 17 December 1996,
revised 11 January 1999. This CSS1 Recommendation is
http://www.w3.org/TR/1999/REC-CSS1-19990111. The latest version of CSS1 is available at
http://www.w3.org/TR/REC-CSS1. Note: CSS1 has been
superseded by CSS2. Tools should implement the CSS2 cascade.
- [CSS2]
- "CSS, level 2
Recommendation," B. Bos, H. Wium Lie, C. Lilley, and I. Jacobs,
eds., 12 May 1998. This CSS2 Recommendation is
http://www.w3.org/TR/1998/REC-CSS2-19980512. The latest version of CSS2 is available at
http://www.w3.org/TR/REC-CSS2.
- [CSS2-ACCESS]
- "Accessibility Features of
CSS," I. Jacobs and J. Brewer, eds., 4 August 1999. This W3C Note is
http://www.w3.org/1999/08/NOTE-CSS-access-19990804. The latest version of Accessibility Features of
CSS is available at http://www.w3.org/TR/CSS-access.
- [ED-DEPT]
- "Requirements for
Accessible Software Design," US Department of Education, version 1.1
March 6, 1997.
- [EITAAC]
- "
EITACC Desktop Software standards," Electronic Information
Technology Access Advisory (EITACC) Committee.
- [HTML-XML-VALIDATOR]
- The W3C HTML Validation Service
validates HTML and XHTML markup.
- [HTML4]
- "HTML 4.01
Recommendation," D. Raggett, A. Le Hors, and I. Jacobs, eds., 24
December 1999. This HTML 4.01 Recommendation is
http://www.w3.org/TR/1999/REC-html401-19991224. The latest version of HTML 4 is available at
http://www.w3.org/TR/html4.
- [HTML4-ACCESS]
- "WAI Resources: HTML 4.0
Accessibility Improvements," I. Jacobs, J. Brewer, and D.
Dardailler, eds. This document describes accessibility features in HTML
4.0.
- [IBM-ACCESS]
- "Software
Accessibility," IBM Special Needs Systems.
- [ICCCM]
- "The
Inter-Client communication conventions manual." A protocol for
communication between clients in the X Window system.
- [ICE-RAP]
- "An ICE
Rendezvous Mechanism for X Window System Clients," W. Walker. A
description of how to use the ICE and RAP protocols for X Window
clients.
- [JAVA-ACCESS]
- "IBM Guidelines
for Writing Accessible Applications Using 100% Pure Java," R.
Schwerdtfeger, IBM Special Needs Systems.
- [JAVA-CHECKLIST]
- "Java
Accessibility Guidelines and Checklist," IBM Special Needs
Systems.
- [JAVA-TUT]
- "The Java
Tutorial. Trail: Creating a GUI with JFC/Swing." An online tutorial
that describes how to use the Swing Java Foundation Class to build an
accessible User Interface.
- [MATHML]
- "Mathematical Markup
Language," P. Ion and R. Miner, eds., 7 April 1998, revised 7 July
1999. This MathML 1.0 Recommendation is
http://www.w3.org/TR/1998/REC-MathML-19990707. The latest version of MathML 1.0 is available at
http://www.w3.org/TR/REC-MathML.
- [MS-ENABLE]
- "Accessibility
for Applications Designers," Microsoft Corporation.
- [MS-SOFTWARE]
- "The
Microsoft Windows Guidelines for Accessible Software Design."
Warning! This is a "self-extracting archive", an
application that will probably only run on MS-Windows systems.
- [MSAA]
- "Information for
Developers About Microsoft Active Accessibility," Microsoft
Corporation.
- [NOTES-ACCESS]
- "Lotus Notes
Accessibility Guidelines," IBM Special Needs Systems.
- [RDF10]
- "Resource Description
Framework (RDF) Model and Syntax Specification," O. Lassila, R.
Swick, eds. The 22 February 1999 Recommendation is
http://www.w3.org/TR/1999/REC-rdf-syntax-19990222. The latest version of RDF 1.0 is available at
http://www.w3.org/TR/REC-rdf-syntax.
- [RUBY]
- "Ruby Annotation," M. Sawicki,
M. Suignard, M. Ishikawa, and M. Dürst, eds. The 17 December 1999
Working Draft is http://www.w3.org/TR/1999/WD-ruby-19991217. The latest
version is available at http://www.w3.org/TR/ruby.
- [SEARCHABLE]
- "A
Comparison of Schemas for Dublin Core-based Video Metadata
Representation," J Hunter.
- [SMIL-ACCESS]
- "Accessibility Features
of SMIL," M.-R. Koivunen and I. Jacobs, eds. This W3C Note is
http://www.w3.org/TR/1999/NOTE-SMIL-access-19990921. The latest version of Accessibility Features of
SMIL is available at available at
http://www.w3.org/TR/SMIL-access.
- [SUN-DESIGN]
- "Designing for
Accessibility," Eric Bergman and Earl Johnson. This paper discusses
specific disabilities including those related to hearing, vision, and
cognitive function.
- [SUN-HCI]
- "Towards
Accessible Human-Computer Interaction," Eric Bergman, Earl Johnson,
Sun Microsytems 1995. A substantial paper, with a valuable print
bibliography.
- [SVG]
- "Scalable Vector Graphics (SVG) 1.0 Specification
(Working Draft)," J. Ferraiolo, ed. The latest version of the SVG
specification is available at http://www.w3.org/TR/SVG.
- [SVG-ACCESS]
- "Accessibility of Scalable Vector
Graphics (Working Draft)," C. McCathieNevile, M.-R. Koivunen, eds.
The latest version is available at
http://www.w3.org/1999/09/SVG-access.
- [TRACE-REF]
- "Application
Software Design Guidelines," compiled by G. Vanderheiden. A thorough
reference work.
- [UAAG10]
- "User Agent Accessibility Guidelines,"
J. Gunderson and I. Jacobs, eds. The latest version of the User Agent
Accessibility Guidelines is available at
http://www.w3.org/WAI/UA/UAAG10.
- [UAAG10-TECHS]
- "Techniques for User Agent Accessibility
Guidelines 1.0," J. Gunderson, and I. Jacobs, eds. The latest version of Techniques for User Agent
Accessibility Guidelines 1.0 is available at
http://www.w3.org/TR/UAAG10-TECHS/.
- [WAI-ER]
- The Web Accessibility Initiative Evaluation and
Repair Tools Working Group tracks and develops tools that can help
repair accessibility errors.
- [WCAG10]
- "Web Content Accessibility
Guidelines 1.0," W. Chisholm, G. Vanderheiden, and I. Jacobs, eds.,
5 May 1999. This Recommendation is
http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505. The latest version of
the Web Content Accessibility Guidelines 1.0"
is available at http://www.w3.org/TR/WCAG10/.
- [WCAG10-TECHS]
- "Techniques for Web Content Accessibility
Guidelines 1.0," W. Chisholm, G. Vanderheiden, and I. Jacobs, eds.
The latest version of Techniques for Web
Content Accessibility Guidelines 1.0 is available at
http://www.w3.org/TR/WCAG10-TECHS/.
- [WHAT-IS]
- "What is
Accessible Software," James W. Thatcher, Ph.D., IBM, 1997. This
paper gives a short example-based introduction to the difference between
software that is accessible, and software that can be used by some
assistive technologies.
- [XHTML10]
- "XHTML(TM) 1.0: The Extensible
HyperText Markup Language (Working Draft)," S. Pemberton et al. The
latest version of XHTML 1.0 is available at
http://www.w3.org/TR/xhtml1.
- [XML]
- "The Extensible Markup Language
(XML) 1.0," T. Bray, J. Paoli, C. M. Sperberg-McQueen, eds., 10
February 1998. This XML 1.0 Recommendation is
http://www.w3.org/TR/1998/REC-xml-19980210. The latest version of the XML specification is
available at http://www.w3.org/TR/REC-xml.
- [XMLGL]
- "XML Accessibility Guidelines (Draft
Note)," D. Dardailler, ed. Draft notes for producing accessible XML
document types. The latest version of the XML
Accessibility Guidelines is available at
http://www.w3.org/WAI/PF/xmlgl.