The Guidelines
The guidelines in this section lay out specific ways to make distance learning Web sites and educational software more accessible to students with disabilities. Each general guideline includes a number of checkpoints. Most checkpoints are followed by techniques detailing how the checkpoint may be addressed or options for providing access in different ways. Not every technique must be used to achieve the checkpoint's objective, but in many cases techniques are not mutually exclusive and implementing more than one improves the accessibility of the resulting software.
This document does not contain a comprehensive list of guidelines for accessibility of Web sites and software in general. That information is available from other sources, including the following:
The Web Content Accessibility Guidelines 1.0
The Trace R&D Center's Software Accessibility Guidelines
IBM Accessibility Guidelines (including Web and software)
Guideline 1
Provide access to images for users who are blind or visually impaired.
Most Web sites use images to convey content and may have corresponding text referencing these images. When content is provided in photographs, diagrams, or charts people who are blind or visually impaired will miss some or all of the information. Related to this topic is the problem of data table accessibility. For more information, please see Guideline 4.
Currently, static images may be made accessible via alt-text and, where necessary, d-links (descriptive links), literally the letter "d" placed next to an image. A d-link leads to a text description of the image and provides more information than is possible or practical in alt-text. D-links can be supplemented by HTML's <longdesc> attribute; however, user-agent support for <longdesc> is not widespread so d-links are, for the time being, the most reliable method of providing a long description of an image.
Image maps are commonly used for navigation within a Web site. Client-side image maps may be made accessible through the use of alt-text in <area> regions. Avoid using server-side image maps, as they can't be accessed from a keyboard or with a screen reader. If you absolutely must use a server-side image map, always place redundant text links adjacent to the map so someone with a screen reader, or someone who can't use a mouse, can access the information.
Graphic buttons, such as those found in some kinds of forms, must always have alt-text explaining what the button does. See Guideline 3 for more information about forms and form controls.
A relatively new technique to consider is the use of Scalable Vector Graphics (SVG) for images, especially in HTML-based content. Accessibility features of SVG permit improved viewing and printing of images. SVG allows smooth enlargement of images, which can provide large, high-quality images for users with low vision, and metadata included in SVG can be used programmatically to provide text information about images to blind users. SVG may also be used in some multimedia players; for example, to provide captions which must display symbols not supported by text character sets.
For more information about SVG, see:
Scalable Vector Graphics (SVG) 1.0 Specification
Checkpoint 1.1
Provide text equivalents for all images.
A sufficient text equivalent can range from alt-text containing a single word or brief sentence to several sentences (e.g., via a d-link or <longdesc>) in order to convey information in a complex image adequately. When images are used for navigation, such as on a navigation bar or image map, alt-text may be enough. If an image is merely used to set atmosphere or provide decoration, it is not always necessary or even desirable to provide a description. In such cases, it is best to give that image a null description, such as blank alt-text, as demonstrated below. (A null description informs assistive technologies that the graphic does not need description. If no description [e.g., no alt-text] at all is included, assistive technologies may announce an unlabeled graphic, leading the user to wonder what is missing.)
Text equivalents can be provided automatically during the display of a document (as alt-text is displayed on a Web page) or they can be made available when the user issues a specific command to obtain the text equivalent (such as a d-link).
Technique 1.1.1
Provide meaningful alt-text for all images in a Web site.
HTML provides specific techniques for adding text equivalents to images. When using IMG, HTML requires authors to use the alt attribute. Alt-text should be used to specify a brief text equivalent. For example:
<img src="pivothome.gif" alt="PIVoT Home" />For client-side image maps, always include alt-text within each <area>. For example:
<area shape="rect" coords="53,0,227,134" href="page1.html" alt="keywords" />
<area shape="circle" coords="10,10,5" href="page2.html" alt="topics" />When it comes to special circumstances such as displaying scientific or mathematical expressions, first consider using specialized markup, such as MathML or SVG, rather than images. See Guideline 8 for more information and related resources. However, if you must use images to display scientific or mathematical expressions, always use alt-text that either describes the image or tells the user where to get a description. Which you use will depend on what the image represents. For example, if an equation can easily be reproduced in alt-text, do so:
<img src="simple_equation.gif" alt="a + b = b + a" />Technique 1.1.2
Use the <longdesc> attribute and a d-link to provide an in-depth HTML description, where necessary.
If an image represents something that cannot be clearly reproduced in text, provide a longer, complete description of an image using one of these two methods:
a) The <longdesc> attribute of IMG. <longdesc> specifies a URL to a separate text file that contains a full description of the image. Using assistive technology that recognizes <longdesc>, users can to access this additional information. (Currently, IBM Home Page Reader and JAWS 4.2 and higher support <longdesc>.) For example:
<img src="figure_2-003.gif" alt="Figure 2.3" longdesc="figure_2-003desc.html" />
D
Here is the description contained in figure_2-003desc.html:
Figure two point three is a worldline of a runner. The x axis ranges from zero to ninety seconds while the y axis ranges from zero to one hundred meters. The runner is running between zero and eleven seconds. This portion of the graph is a straight line with positive slope. After eleven seconds, the runner is at the one- hundred-meter mark on the track. The runner is walking between eleven seconds and ninety-one seconds. This portion of the graph is a straight line with negative slope. After ninety-one seconds the runner is back to position zero, the starting line.Note that JAWS currently will not recognize a <longdesc> that has been applied to a linked image.
b) For compatibility with user agents that don't support <longdesc>, always provide a d-link, or description link. This is a link composed only of the letter "d", placed next to the image. When selected by the user, the d-link leads to a long description of the image. In fact, it can link to the same page referenced in the <longdesc>. It can be marked up like this:
<img src="figure_2-003.gif" alt="Figure 2.3; see d-link" longdesc="figure_2-003desc.html" /> <a href="figure_2-003.html">D</a>
To the left is what the image
and its corresponding d-link
look like on a user's screen.
D
Technique 1.1.3
Write image descriptions.
It is important that anyone writing image descriptions have detailed knowledge of the subject matter. Writers must have good writing skills and an excellent command of the vocabulary associated with the subject, as well as adequate access to reference and support materials, such as textbooks and dictionaries, in order to ensure that the descriptions are as clear and accurate as possible. Finally, the descriptions should be reviewed for accuracy by someone other than the original writer.
If you are describing scientific or mathematical expressions, you should use words, rather than symbols, to write the descriptions themselves. Currently, no standard method exists for articulating complicated mathematical concepts, such as equations, graphs, charts, etc., in spoken English, but there are a few commonly used procedures. The Access to PIVoT project chose to use MathSpeak, developed by Dr. Abraham Nemeth. MathSpeak provides a way to speak mathematical text in an unambiguous manner. MathSpeak can usually be learned in under one hour and contains many concepts already familiar to math and science students.
To the left is an example of an expression described in MathSpeak, taken from the on-line PIVoT textbook, Physics, by Hans Ohanian (New York: W.W. Norton Publishing Company, 1989, 2nd edition). The MathSpeak description is written as follows:
v overbar equals B-frac delta x over delta t E-frac equals
B-frac plus one zero zero m over one one s E-frac equals
plus nine point one m slash s.The description page should also contain a Back link, making it easy for the user to return to the correct location on the previous page.
Checkpoint 1.2
Allow images and screen layouts to be printed and enlarged.
Allowing images to be printed separately from the entire screen is a simple and broadly useful adaptation. Using a printed image, low-vision users can create enlarged images. Blind users can use the print feature to create tactile images using specialized equipment. There are tactile graphics printers available that can print an image and may also be able to emboss any corresponding text in braille. Braille printers also exist that emboss images using variable-height dots to create different textures on the paper. Use standard operating system drivers to create images and text to maximize usefulness. For example, send font and character information to the printer rather than images of text, because images cannot be converted to braille.
Technique 1.2.1
Provide commands for printing the entire screen or a specific image.
Flexibility in printing makes it easier for users to get the information they need.
Technique 1.2.2
Use the standard operating system print API.
Specialized printers can use the information sent to the OS to create a high-quality tactile image. For example, the ViewPlus Tiger Advantage Tactile Graphics and Braille Embosser converts text into a braille font for image titles and labels, but only if the text is sent to the printer as character information and not a bitmap.
Technique 1.2.3
Allow users to print to a file.
Technology for digitally enhancing images is available that can, for example, convert a photograph into a line drawing by enhancing the edges of objects. To permit these conversions, users need to print the screen or an image to a separate file.
Checkpoint 1.3
Provide tactile graphics or three-dimensional models for images.
For some blind students, reading a text description is far less useful than exploring a tactile image or model. Two-dimensional (2D) tactile graphics can be produced by a variety of means and when correctly constructed can add a great deal to a student's understanding. Three-dimensional (3D) tactile models may be most useful for complex images that depict physical objects or when 3D notation is used to describe an object, for example molecular structures for chemistry.
Technique 1.3.1
Provide tactile graphics for images.
Tactile graphics can be created by using "puff paper" that is heated to create raised lines where ink is applied. Professional-quality tactile graphics, which are more durable and more detailed than puff paper, may be created by a number of different methods. gh LLC, a company that produces several types of accessible documents for blind people, creates tactile graphics using its LaserLine technology.
Graphics may also be printed using a braille embosser, such as the ViewPlus Tiger Advantage Tactile Graphics and Braille Embosser, which uses variable-height dots to create different textures on the paper.
Tactile graphics may be most effective when accompanied by text that introduces students to the conventions used and guides them in exploring the graphic. Less information can be conveyed in a tactile graphic than in a visual one because the sense of touch has lower resolution than vision does, so it may take more than one tactile graphic to capture the information completely in a complex visual diagram.
Because creating tactile graphics requires a thorough knowledge of the perceptual processes of blind students, it may be best to contact one of the professional resources listed in Appendix 1, Braille and Tactile Graphics Production Resources. Once created, the set of tactile graphics can be made available either through the publisher's distribution mechanism or through an arrangement with the tactile graphic production facility. Availability of tactile graphics should be clearly documented on the Web site, including contact information. Availability of graphics should also be listed with the American Printing House for the Blind, a central source of information on how educators can locate accessible materials, listed in Appendix 1.
Visit Duxbury Systems for a directory of tactile graphics producers and printers.
Technique 1.3.2
Provide 3D models for complex images.
In some cases, even a good 2D tactile graphic is less useful than experiencing the shape of an object. Perspective projections of 3D images onto 2D representations are generally ineffective for blind users. Neither a text description of an image of a DNA strand nor a flat tactile graphic, for example, best conveys the full information about the shape and structure of DNA. A tactile model of the DNA strand used in conjunction with text will better meet blind students' needs. Possible resources for creating 3D models are listed in Appendix 1. Once created, the models can be made available either through the publisher's distribution mechanism or through an arrangement made with the model production facility.
Availability of 3D models should be clearly documented in product help and in any appropriate teacher support materials. Availability of models should also be listed with the American Printing House for the Blind, a central source of information on how educators can locate accessible materials, listed in Appendix 1.