[contents] [checkpoint map] [guidelines] [checklist] _________________________________________________________________ W3C Techniques for Web Content Accessibility Guidelines W3C Working Draft 24-Mar-1999 This version: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324/wai-pageauth- tech Latest version: http://www.w3.org/TR/WAI-WEBCONTENT/wai-pageauth-tech Previous version: http://www.w3.org/TR/1999/WD-WAI-PAGEAUTH-19990226/wai-pageauth -tech Related Documents: Web Content Accessibility Guidelines 1.0 List of Checkpoints for the Web Content Accessibility Guidelines 1.0 Editors: Wendy Chisholm Gregg Vanderheiden Ian Jacobs Copyright © 1999 W3C (MIT, INRIA, Keio), All Rights Reserved. W3C liability, trademark, document use and software licensing rules apply. _________________________________________________________________ Abstract This document is a list of techniques that implement the guidelines described in "Web Content Accessibility Guidelines 1.0". This document includes primarily techniques that Web content developers may use to implement the guidelines, but also refers to some CSS techniques as well. While Web Content Accessibility Guidelines 1.0 strives to be a stable document (as a W3C Recommendation), the current document will undoubtedly evolve as technologies change and content developers discover more effective techniques for designing accessible pages. This document is part of a series of accessibility documents published by the Web Accessibility Initiative. Status of this document This is a W3C Working Draft for review by W3C members and other interested parties. It is a draft document and may be updated, replaced or obsoleted by other documents at any time. It is inappropriate to use W3C Working Drafts as reference material or to cite them as other than "work in progress". This is work in progress and does not imply endorsement by, or the consensus of, either W3C or members of the Web Content Guidelines Working Group. This document has been produced as part of the W3C Web Accessibility Initiative. The goal of the Web Content Guidelines Working Group is discussed in the Working Group charter. A list of current W3C Recommendations and other technical documents can be found at http://www.w3.org/TR. Please send detailed comments on this document to w3c-wai-gl@w3.org. Available formats This document is available in the following formats: HTML: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324/wai-pageauth- tech.html A plain text file: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324/wai-pageauth- tech.txt, HTML as a gzip'ed tar file: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324/wai-pageauth. tgz, HTML as a zip file (this is a '.zip' file not an '.exe'): http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324/wai-pageauth. zip, A PostScript file: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324/wai-pageauth- tech.ps, A PDF file: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324/wai-pageauth- tech.pdf. In case of a discrepancy between the various formats of the specification, http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324/wai-pageauth-tech.h tml is considered the definitive version. Table of Contents * 1 Accessibility Themes for HTML + 1.1 Structure vs. Presentation + 1.2 Text equivalents and descriptions + 1.3 Alternative pages + 1.4 Keyboard access + 1.5 Navigation + 1.6 Comprehension + 1.7 Content negotiation + 1.8 Automatic page refresh + 1.9 Other topics + 1.10 Validation + 1.11 Browser Support * 2 HTML topics + 2.1 Document structure and metadata + 2.2 Language information + 2.3 Text markup + 2.4 Lists + 2.5 Tables + 2.6 Links + 2.7 Images and image maps + 2.8 Applets and other objects + 2.9 Audio and video + 2.10 Style and style sheets + 2.11 Frames + 2.12 Forms + 2.13 Scripts * 3 Acknowledgments * 4 Reference specifications * 5 Services * 6 Checkpoint Map * 7 Index of HTML elements and attributes + 7.1 Elements + 7.2 Attributes Priorities Each checkpoint has priority level assigned by the Working Group based on the checkpoint's impact on accessibility. [Priority 1] A Web content developer must satisfy this checkpoint. Otherwise, one or more groups will find it impossible to access information in the document. Satisfying this checkpoint is a basic requirement for some groups to be able to use Web documents. [Priority 2] A Web content developer should satisfy this checkpoint. Otherwise, one or more groups will find it difficult to access information in the document. Satisfying this checkpoint will remove significant barriers to accessing Web documents. [Priority 3] A Web content developer may address this checkpoint. Otherwise, one or more groups will find it somewhat difficult to access information in the document. Satisfying this checkpoint will improve access to Web documents. Some checkpoints specify a priority level that may change under certain (indicated) conditions. The checkpoints in this document are numbered to match their numbering in Web Content Accessibility Guidelines 1.0. _________________________________________________________________ 1 Accessibility Themes for HTML The following sections discuss some accessibility that Web content developers should keep in mind as they design HTML documents. 1.1 Structure vs. Presentation When designing a document or series of documents, content developers should strive to identify the desired structure for their documents without thinking about how the documents will be presented to the user. Distinguishing the structure of a document from how the content is presented offers a number of advantages, including improved accessibility, manageability, and scalability. Identifying what is structure and what is presentation may be a challenging task at times that content developers must develop a mindset for recognizing. For instance, many content developers consider that a horizontal rule (the HR element) communicates a structural division. This may be true for sighted users, but to unsighted users or users without graphical browsers, a rule has next to no meaning (One might "guess" that an HR element implies a structural division, but without other information, there is no guarantee.) Content developers should use the HTML 4.0 header elements (H1-H6) to identify new sections. These may be complemented by visual or other cues such as horizontal rules, but should not be replaced by them. The inverse holds as well: content developers should not use structural elements to achieve presentation effects. For instance, even though the BLOCKQUOTE element may cause indented text in some browsers, that is not its meaning, only a presentation side-effect. BLOCKQUOTE elements used for indentation confuse users and search robots alike, who expect the element to be used to mark up block quotations. The next two sections identify (by theme) precisely those elements and attributes considered structural (and some of their uses) and those that are considered to control presentation. The section on style and style sheets discusses how to use CSS to accomplish the same tasks as the HTML presentation elements and attributes. Elements and attributes that are deprecated in HTML 4.0 ([HTML40]) appear in red and followed by an asterisk (*) in this document. Most presentation elements have been deprecated in HTML 4.0. [Checkpoint 11.2] Avoid deprecated features of W3C technologies. [Priority 2] 1.1.1 Structural elements and attributes Document head and body HTML, HEAD, BODY Data about the document TITLE, META, ADDRESS Attributes alt, title, longdesc Chapters, sections, etc. H1-H6 Author-defined structures DIV, SPAN Attributes class, id Language, writing direction BDO Attributes lang, hreflang, dir Creating paragraphs EM, STRONG Acronyms and abbreviations ACRONYM, ABBR Subscripts and superscripts SUB, SUP Inserted and deleted text INS, DEL Attributes cite, datetime Quotations BLOCKQUOTE, Q Attributes cite Identifying chunks of text DFN, CODE, SAMP, KBD, VAR, CITE Lists UL, OL, LI, DL, DT, DD, DIR* , Attributes start*, value* Tables TABLE, CAPTION, THEAD, TFOOT, TBODY, COLGROUP, COL, TR, TH, TD Attributes abbr, axis, headers, scope, rowspan, span, summary Links LINK, IMG, OBJECT, PARAM, APPLET*, MAP, AREA Attributes shape, ismap, coords Forms and keyboard control FORM, INPUT, BUTTON, SELECT, OPTGROUP, OPTION, TEXTAREA, LABEL, FIELDSET, LEGEND, ISINDEX* Attributes tabindex, accesskey, label, for Scripts SCRIPT, NOSCRIPT Attributes onblur, onchange, onclick, ondblclick, onfocus, onkeydown, onkeypress, onkeyup, onload, onload, onmousedown, onmousemove, onmouseout, onmouseover, onmouseup, onreset, onselect, onsubmit, onunload 1.1.2 Presentation elements and attributes Note 1. Not all attributes are listed in this section. Only those deemed pertinent to accessibility have been listed. Note 2. While the STYLE element is presentational, it may be used to enhance the presentation of structural elements. The other presentation elements are often used instead of structural elements. Style sheets PRE, CENTER*, BR , STYLE Attributes align*, valign*, clear*, nowrap*, char, charoff , style Spacing Attributes hspace*, vspace*, cellpadding, cellspacing, compact*, type* Text style and fonts TT, I, B, BIG, SMALL, STRIKE*, S*, U* , FONT*, BASEFONT* Attributes face*, size* Colors Attributes background*, bgcolor*, color*, text*, link*, alink*, vlink* Rules and borders HR Attributes border, noshade*, rules, size (deprecated according to element). Frames FRAMESET, FRAME, IFRAME, NOFRAMES Attributes target, marginheight, marginwidth, frame, frameborder, noresize, rows, cols, scrolling 1.2 Text equivalents and descriptions Text is considered accessible to almost all users since it may be handled by screen readers, non-visual browsers, braille readers, etc. It is good practice, as you design a document containing non-textual information (images, graphics, applets, sounds, etc.) to think about supplementing that information with textual equivalents wherever possible. There are several types of textual supplements to consider: Text equivalents A text equivalent (or alternative text) describes the function or purpose of content. A text equivalent should not describe visual appearance or how something sounds. For example, if an image of a magnifying glass is used for a search button, the alt-text would be "Search" rather than "Magnifying glass". Text equivalents should be provided for logos, photos, submit buttons, applets, bullets in lists, ascii art, and all of the links within an image map as well as invisible images used to layout a page. Quicktest! A good test to determine if a text equivalent is useful is to imagine reading the document aloud over the telephone. What would you say upon encountering this image to make the page comprehensible to the listener? Related checkpoints: 1. Refer also to checkpoint 1.1. 2. For all image map links: o Refer also to checkpoint 1.2. 3. Refer also to checkpoint 3.8. 4. Refer also to checkpoint 1.5. 5. Refer also to checkpoint 13.10. 6. Refer also to checkpoint 3.6. 7. [Checkpoint 12.1] Title each frame so that users can keep track of frames by title. [Priority 1] Long descriptions In general, a long description should describe visual appearance or how something sounds. Long descriptions are generally stored in external documents (but may be inline if necessary). 1. [Checkpoint 12.2] Describe the purpose of frames and how frames relate to each other if it is not obvious by frame titles alone. [Priority 2] HTML allows content developers to specify these substitutes in several ways. Here is a summary of attributes used for alt-text and long descriptions and the elements they apply to (by version of HTML): To implement alt-text, use the "alt" attribute. In HTML 4.0, applies to: IMG, AREA, INPUT, APPLET. The attribute is mandatory for the IMG and AREA elements. In HTML 3.2, applies to: IMG, AREA, APPLET. In HTML 2.0, applies to: IMG. To implement long descriptions, use the "longdesc" attribute In HTML 4.0, applies to: FRAME, IFRAME, IMG In HTML 3.2, applies to: N/A. In HTML 2.0, applies to: N/A. Not every user agent supports these attributes. When required to design documents for a version of HTML known not to support one of these attributes, content developers should implement alt-text or descriptions in other ways. Methods include: * Inline text equivalents or descriptions. For example, include a description of the image immediately after the image. * Links to descriptions (called description links or "d-links"). Description links should be ordinary links (on the same page or another designed for such links) that designate a document containing a long description. The link text (content of the A element) should be "[D]". Each of the HTML topics below describes prioritized scenarios for alt-text and descriptions. Some image formats allow internal text in the data file along with the image information. If an image format supports such text (e.g., Portable Network Graphics, see [PNG]) content developers may also supply information there as well. 1.3 Alternative pages [Checkpoint 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, and is updated as often as the inaccessible (original) page. [Priority 1] Although it is possible to make most content accessible, it may happen that all or part of a page remains inaccessible. Here are several additional techniques for creating accessible alternatives: * Allow users to navigate to a separate page that is accessible and maintained with the same frequency as the inaccessible original page. There are several techniques for linking to an accessible alternative page: 1. Provide links at the top of both the main and alternative pages to allow a user to move back and forth between them. 2. Use the LINK element to designate alternative documents. Browsers should load the alternative page automatically based on the user's browser type and preferences. * Instead of static alternative pages, set up server-side scripts that generate accessible versions of a page on demand. * [Checkpoint 6.5] Provide an alternative presentation or page when the primary content is dynamic (e.g., when frame contents change, when scripts cause changes, etc.). [Priority 2] . See the examples for Frames and Scripts. * Otherwise provide a phone number, fax number, e-mail, or postal address where information is available and accessible, preferably 24 hours a day Example. User agents that support LINK will load the alternative page for those users whose browsers may be identified as supporting "aural","braille", or "tty" rendering. Welcome to the Virtual Mall!

... End example. 1.4 Keyboard access Not every user has a graphic environment with a mouse or other pointing device. Some users rely on keyboard or voice input to navigate links, activate form controls, etc. Content developers should always ensure that users may interact with a page with devices other than a pointing device. A page designed for keyboard access (in addition to mouse access) will generally be accessible to users with other input devices. What's more, designing a page for keyboard access will usually improve its overall design as well. Keyboard access to links and form controls may be specified in two ways: Keyboard shortcuts Keyboard shortcuts allow users to combine keystrokes to navigate links or form controls on a page. Note. Keyboard shortcuts may be handled differently by different operating systems. Tabbing order Tabbing order describes a (logical) order for navigating from link to link or form control to form control (usually by pressing the "tab" key, hence the name). Here is a summary of attributes used for keyboard access and tabbing order and the elements they apply to (by version of HTML): To implement shortcuts, use the "accesskey" attribute. In HTML, 4.0 applies to: A, AREA, BUTTON, INPUT, LABEL, LEGEND, TEXTAREA In HTML, 3.2 applies to: N/A. In HTML, 2.0 applies to: N/A. To implement tabbing order, use the "tabindex" attribute In HTML, 4.0 applies to: A, AREA, BUTTON, INPUT, OBJECT, SELECT, TEXTAREA In HTML, 3.2 applies to: N/A In HTML, 2.0 applies to: N/A In the following example, if the accesskey "C" is activated,"doc.html" is retrieved by the browser: Example. XYZ company home page End example. The next example assigns "U" as the access key. Typing "U" gives focus to the label, which in turn gives focus to the input control, so that the user can input text. Example.

End example. In the next example, we specify a tabbing order among elements (in order, "field2", "field1", "submit"): Example.

End example. [Checkpoint 9.2] Ensure that all elements that have their own interface are keyboard operable. [Priority 2] Some elements import objects whose interfaces cannot be controlled through HTML (applets, images, etc.) In such cases, users should ensure that the imported objects themselves provide accessible interfaces. 1.5 Navigation [Checkpoint 14.3] Create a style of presentation that is consistent across pages. [Priority 3] A consistent style of presentation on each page allows users to easily find navigation buttons between pages, as well as find the primary content for each page. While this helps make it easier for everyone, it especially benefits people with learning and reading disabilities. Making it easy to predict where the needed information is found on each page will increase the likelihood that it will be found. Examples of structures that may appear at the same place between pages: 1. navigation bars 2. the primary content of a page 3. advertising [Checkpoint 13.4] Use navigation mechanisms in a consistent manner. [Priority 2] A navigation structure is the set of possible paths available for a user to take through the content on your site. Providing navigation bars, site maps, and search features all increase the likelihood that a user will navigate easily to the information that they seek on your site. If your site is highly visual in nature, the structure might be harder to navigate through if the user can't form a mental map of where they are going or where they have been. Therefore, provide a description that will help users discover the mechanisms you have provided. * [Checkpoint 13.5] Provide navigation bars to highlight and give access to the navigation mechanism. [Priority 3] * [Checkpoint 13.3] Provide information about the general layout of a site (e.g., a site map, or table of contents). [Priority 2] * [Checkpoint 13.7] Enable different types of searches for different skill levels and preferences. [Priority 3] * [Checkpoint 13.2] Provide metadata to add semantic information to pages and sites. [Priority 2] . See [RDF]. Content developers should use link types (reference to HTML 4.0, 6.12) with LINK so that user agents may use build navigation structures. (Provide example with "next", "prev", "content", and "start"). [Checkpoint 13.8] Place distinguishing information at the beginning of headings, paragraphs, lists, etc. [Priority 3] See also the section on links. 1.6 Comprehension 1. [Checkpoint 14.1] Use the clearest and simplest language appropriate for a site's content. [Priority 1] Provide a simplified text equivalent as an alternative to the primary text. This may be helpful to non-readers and people who have difficulty reading. Non-readers can hear the simplified text using speech output technology. Individuals with reading difficulties may be able to read the simplified text. Because of the challenges of maintaining separate texts, it is preferable to simplify only the main text and not provide a simplified text equivalent. 2. [Checkpoint 14.2] Provide visual or auditory equivalents to text where they facilitate comprehension of the page. [Priority 3] Visual, non-text equivalents may include, for example graphics, animations, or videos. These are especially helpful for non-readers who can perceive visual presentations. For example, sighted deaf non-readers may benefit from video equivalents in manual communication (sign language). Non-readers, whether they have disability or not, may also benefit from highly graphical equivalents. Non-visual, non-text equivalents are very diverse. Among the most common are pre-recorded audio of music, spoken language, or sound effects. Such equivalents would be especially important for non-readers who can perceive audio presentations. Presentations in the audio medium of synthesized speech and the tactile medium of braille are usually derived from text or text equivalents so usually require no additional work from the developer. Follow these writing suggestions: * * Strive for clear and accurate headings and link descriptions. Scrutinize every heading, outline, and menu to see if the crucial words mean exactly what is intended, and if there are more common words that would convey the same meaning. * State the topic of the sentence or paragraph at the beginning of the sentence or paragraph. * Limit each paragraph to one main idea. * Avoid idiomatic language, technical jargon, and other unfamiliar vocabulary and expressions. * Avoid specialized meanings of familiar vocabulary, unless explanations are provided. * Avoid the passive voice. * Avoid complex sentence structures. * Make link phrases terse yet meaningful enough so they make sense when read out of context, alone or as part of a series of links. Because people tend to scan rather than read Web pages, the quality of headings is particularly important. Good headings will at least get people to a section that has the information they need. From there they can go to a dictionary or even print out a section and ask for help. [Checkpoint 12.3] Divide large blocks of information into more manageable groups where natural and appropriate. [Priority 2] Grouping mechanisms in HTML 4.0 include: * Use FIELDSET to group form controls into semantic units and describe the group with the LEGEND element. * Use OPTGROUP to organize long lists of menu options into smaller groups.. * Use tables for tabular data and describe the table with CAPTION. * Group table rows and columns with THEAD, TBODY, TFOOT, and COLGROUP. * Nest lists with UL, OL, and DL. * Use section headers (H1 - H6) to create structured documents and break up long stretches of text. * Break up lines of text into paragraphs (with the P element). All of these grouping mechanisms should be used when appropriate and natural, i.e., when the information lends itself to logical groups. Content developers should not create groups randomly, as this will confuse all users. 1.7 Content negotiation [Checkpoint 11.3] Provide information so that users may receive documents according to their preferences (e.g., language, content type, etc.) [Priority 3] 1. Instead of including links such as "Here is the French version of this document", use content negotiation so that the French version is served to clients preferring 2. If not possible to use content negotiation, in HTML use "type" and "hreflang". 1.8 Automatic page refresh Content developers sometimes create pages that refresh or change without the user requesting the refresh. This automatic refresh can be very disorienting to some users. There are two types of refresh mechanisms commonly used. [Checkpoint 7.4] Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages. [Priority 2] This type of refresh changes the user's page at regular intervals. This might be accomplished by the following HTML markup: Deprecated example.

...Information... Content developers should not use this technique to simulate "push" technology. Developers cannot predict how much time a user will require to read a page; premature refresh can disorient users. Content developers should avoid periodic refresh and allow users to choose when they want the latest information. [Checkpoint 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. [Priority 2] This type of forward redirects the user from one page to another generally after a timeout. The following HTML markup is frequently used to achieve this effect: Deprecated example. Don't use this!

If your browser supports Refresh, you'll be transported to our new site in 5 seconds, otherwise, select the link manually. However, users should not redirect users with this markup since is non-standard, it disorients users, and it can disrupt a browser's history of visited pages. Instead, in order of preference, authors should: 1. Configure the server to use the appropriate HTTP status code (301). Using HTTP headers is preferable because it reduces Internet traffic and download times, it may by applied to non-HTML documents, and it may be used by agents who requested only a HEAD request (e.g., link checkers). Also, status codes of the 30x type provide information such as "moved permanently" or "moved temporarily" that cannot be given with META refresh. 2. Replace the page that would be redirected with a static page containing a normal link to the new page. Note. Both checkpoint 7.4 and checkpoint 7.5 address problems posed by legacy user agents. Newer user agents should disable refresh and substitute a link to new information at the top of the page. 1.9 Other topics [Checkpoint 13.9] Provide information about document collections (i.e., documents comprising multiple pages.). [Priority 3] For example, Indicate which is the first page of the document and which page follows the current one. (e.g., by using the LINK element). 1.10 Validation 1. Use an automated accessibility validation tool such as Bobby (refer to [BOBBY]). 2. Use an HTML validation service such as the W3C HTML Validation Service (refer to [HTMLVAL]). 3. Use a style sheets validation service such as the W3C CSS Validation Service (refer to [CSSVAL]). 4. Test your pages with a text-only browser such as Lynx ([LYNX]) or a Lynx emulator such as Lynx Viewer ([LYNXVIEW]) or Lynx-me ([LYNXME]). 5. Use multiple graphic browsers, with: + sounds and graphics loaded, + graphics not loaded, + sounds not loaded, + no mouse, + frames, scripts, style sheets, and applets not loaded 6. Use several browsers, old and new. 7. Use a self-voicing browser, a screen reader, magnification software, a small display, etc. Self-voicing browsers include "pwwebspeak". 8. Use spell and grammar checkers. A person reading a page with a speech synthesizer may not be able to decipher the synthesizer's best guess for a word with a spelling error. Eliminating grammar problems increases comprehension. If, after completing these tests and adjusting your design accordingly, you find that your page is still not accessible, you must create an alternative page that is accessible. 1.11 Browser Support 1. [Checkpoint 11.1] Use W3C technologies and use the latest versions when they are supported. [Priority 2] . 2. In general, user agents ignore HTML attributes they don't support and they render the content of unsupported elements. _________________________________________________________________ 2 HTML topics The following sections list some techniques for using HTML and CSS to design accessible documents and some techniques for avoiding HTML accessibility traps. The sections are organized by topic (and mirror the organization of the HTML 4.0 specification, [HTML40]). 2.1 Document structure and metadata [Checkpoint 3.5] Create documents that validate to published formal grammars. [Priority 2] As discussed above, content developers should use structural markup wherever possible (and use it as intended by the authors of W3C specifications). Structural elements promote consistency in documents and supply information to other tools (e.g., indexing tools, search engines, programs that extract tables to databases, navigation tools that use header elements, and automatic translation software that translates text from one language into another. 2.1.1 Metadata Some structural elements provide information about the document itself. This is called "metadata" about the document (Metadata is information about data). Well-crafted metadata can provide important orientation information to users. HTML elements that provide useful information about a document include: * TITLE: The document title. Note that the TITLE element (one time only in a document) is different from the "title" attribute, which applies to almost every HTML 4.0 element. This document makes use of the "title" attribute for many occasions that require advisory titles. Content developers should use the "title" attribute in accordance with the HTML 4.0 specification. For example, "title" should be used with links to provide information about the target of the link. * ADDRESS: Can be used to provide information about the creator of the page. * LINK: Can be used to indicate alternative documents (different structure, different language, different target device, etc.). * The META element can be used to describe metadata about a document. Please refer to the section on automatic page refresh for information on why META should not be used to redirect pages. 2.1.2 Section headers Sections should be introduced with the HTML header elements (H1-H6). Other markup may complement these elements to improve presentation (e.g., the HR element to create a horizontal dividing line), but visual presentation is not sufficient to identify document sections. [Checkpoint 3.2] Use header elements to convey logical structure and use them according to specification. [Priority 2] Since some users skim through a document by navigating its headings, it is important to use them appropriately to convey document structure. Users should order heading elements properly. For example, in HTML, H2 elements should follow H1 elements, H3 elements should follow H2 elements, etc. Content developers should not "skip" levels (e.g., H1 directly to H3). Do not use headings to create font effects; use style sheets. Note that in HTML, heading elements (H1 - H6) do not contain entire logical sections in their content. They should be used to begin a section of a document. The following HTML markup shows how to create a true document "section" and control its appearance with style sheets: Example. Cooking techniques

Cooking techniques

... some text here ...

Cooking with oil

... text of the section ...

Cooking with butter

... text of the next section ...
End example. 2.2 Language information [Checkpoint 4.1] Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions) of non-text content. [Priority 1] If you use a number of different languages on a page, make sure that any changes in language are clearly identified by using the "lang" attribute: Example.

And with a certain je ne sais quoi, she entered both the room, and his life, forever. My name is Natasha, she said. Piacere, he replied in impeccable Italian, locking the door. End example. [Checkpoint 4.3] Identify the primary natural language of a document. [Priority 3] 2.3 Text markup As mentioned above, structural elements add information to a page that may be used by browsers, search engines, and other software. Content developers are encouraged to use structural elements and attributes whenever possible. Below we discuss how to further improve accessibility by careful use of attributes with these elements. 2.3.1 Emphasis The proper HTML elements should be used to mark up emphasis: EM and STRONG. The B and I elements should not be used; they are used to create a visual presentation effect. The EM and STRONG elements were designed to indicate structural emphasis that may be rendered in a variety of ways (font style changes, speech inflection changes, etc.) 2.3.2 Acronyms and abbreviations [Checkpoint 4.2] Specify the expansion of abbreviations and acronyms. [Priority 2 for the first occurrence of the acronym or abbreviation in a given document, Priority 3 thereafter.] Mark up abbreviations and acronyms with ABBR and ACRONYM and use "title" to indicate the expansion: Example.

Welcome to the WWW! End example. 2.3.3 Quotations [Checkpoint 3.4] Mark up quotations. Do not use quotation markup for formatting effects such as indentation. [Priority 2] See the language example above for an illustration of the Q element. Example.

Remuneration! O! that's the Latin word for three farthings. --- William Shakespeare (Love's Labor Lost).

End example. 2.3.4 Text markup rather than images [Checkpoint 3.1] When an appropriate markup language exists, use markup rather than images to convey information. [Priority 2] 2.4 Lists [Checkpoint 3.3] Mark up lists and list items properly. [Priority 2] The HTML list elements DL, UL, and OL (available in HTML 3.2 and HTML 4.0) should only be used to create lists, not for formatting effects such as indentation. Ordered lists help non-visual users navigate. Non-visual users often "get lost" in lists, especially those with several layers of embedding and those that do not indicate the specific level of indentation for each item. Content developers are encouraged to use UL for unordered lists and OL for ordered lists (i.e., use markup appropriately). However, until user agents provide a means to identify list context clearly (e.g., by supporting the ':before' pseudo-element in CSS2), content developers should consider including contextual clues in their lists. Please note that even for numbered lists, compound numbers are more informative than simple numbers. Thus, a list numbered like this: 1. 1.1 2.1 3.1 2. 2.1 is more informative than a list numbered like this: 1. 1. 2. 3. 2. 2. [CSS1] and [CSS2] even more so provide ways to control list numbering styles. Users may apply list numbering styles even to unordered lists through user style sheets. Non-visual users may have difficulties knowing where a list itself begins and ends and where each list item starts. Furthermore, if a list entry wraps to the next line on the screen, it may appear to be two separate items in the list. This may pose a problem for legacy screen readers. Example. The following CSS2 style sheet shows how to provide compound numbers for nested lists created with either UL or OL elements. Items are numbered as "1", "1.1", "1.1.1", etc. Until either CSS2 is widely supported by users agents or user agents allow users to control rendering of lists through other means, authors should consider providing contextual clues in nested lists. The following CSS1 mechanism shows how to hide the end of a list when style sheets are turned on and to reveal it when style sheets are turned off, when user style sheets override the hiding mechanism, or when style sheets are not supported: Contextual clues in nested lists
  • Paper:
    • Envelopes
    • Notepaper
    • Letterhead
    • Poster paper (End of Paper)
  • Pens:
    • Blue writing pens
    • whiteboard pens (End of Pens)
  • Fasteners:
    • paper clips
    • staples
    • Big lengths of rope. (End of Fasteners)
End example. 2.4.1 Use style sheets to change list bullets To change the "bullet" style of unordered list items, use style sheets. This way, if images are not loaded, the browser will draw a default bullet. Example. Using style sheets to change bullets
  • Audrey
  • Laurie
  • Alice
End example. Avoid using images as bullets in definition lists. However, if this method is used, be sure to provide alt-text for the images. Deprecated example.
ItemAudrey
ItemLaurie
ItemAlice
Content developers should avoid list styles where bullets provide additional (visual) information. However, if this is done, be sure to provide alt-text describing meaning of the bullet: Deprecated example.
New:Roth IRA
Old:401(k)
Here is a better way to change list bullet styles (using style sheets). To further ensure that users understand differences between list items indicated visually, content developers should provide a label before or after the list item phrase: Example. Bullet styles example
  • Roth IRA New
  • 401(k)
End example. 2.5 Tables Content developers may make tables more accessible in a number of ways: * Provide a caption via the CAPTION element. * [Checkpoint 5.5] Provide summaries for tables. [Priority 3] Summaries are especially useful for non-visual readers. * [Checkpoint 5.1] For data tables, identify row and column headers. [Priority 1] Future browsers and assistive technologies will be able to automatically translate tables into linear sequences if data is labeled appropriately. * [Checkpoint 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. [Priority 1] Identify structural groups of rows (THEAD for repeated table headers, TFOOT for repeated table footers, and TBODY for other groups of rows) and groups of columns (COLGROUP and COL). Label table elements with the "scope", "headers", and "axis" attributes so that future browsers and assistive technologies will be able to select data from a table by filtering on categories. This markup will also help browsers translate tables into linear sequences automatically (also called table "serialization"). A linear sequence is usually generated by reading a row left to right and proceeding each cell with the label of its column. * [Checkpoint 5.6] Provide abbreviations for header labels. [Priority 3] Provide terse substitutes for header labels with the "abbr" attribute on TH. These will be particularly useful for future speaking technologies that can read row and column labels for each cell. Abbreviations cut down on repetition and reading time. * [Checkpoint 5.4] If a table is used for layout, do not use any structural markup for the purpose of visual formatting. [Priority 2] Most of the above elements and attributes are only available in HTML 4.0. This markup will allow accessible browsers and other user agents to restructure tables for non-visual media. For information about table headers, see the table header algorithm and discussion in the HTML 4.0 Recommendation ([HTML40], section 11.4.3). The following example shows how to associate data cells with their corresponding headers by means of the "headers" attribute. The "headers" attribute specifies a list of header cells (row and column labels) associated with the current data cell. This requires each header cell to have an "id" attribute. Example.
Cups of coffee consumed by each senator
Name Cups Type of Coffee Sugar?
T. Sexton 10 Espresso No
J. Dinnen 5 Decaf Yes
End example. A speech synthesizer might render this tables as follows: Caption: Cups of coffee consumed by each senator Summary: This table charts the number of cups of coffee consumed by each senator, the type of coffee (decaf or regular), and whether taken with sugar. Name: T. Sexton, Cups: 10, Type: Espresso, Sugar: No Name: J. Dinnen, Cups: 5, Type: Decaf, Sugar: Yes A visual user agent might render this table as follows: Illustration of coffee table rendering [D] The next example associates the same header and data cells as before, but this time uses the "scope" attribute rather than"headers." "Scope" must have one of the following values: row, col, rowgroup or colgroup. Scope specifies the set of data cells to be associated with the current header cell. This method is particularly useful for simple tables. It should be noted that the spoken rendering of this table would be identical to that of the previous example. A choice between the "headers" and "scope" attributes is dependent on the complexity of the table. It does not affect the output so long as the relationships between header and data cells are made clear in the markup. Example.
Cups of coffee consumed by each senator
Name Cups Type of Coffee Sugar?
T. Sexton 10 Espresso No
J. Dinnen 5 Decaf Yes
End example. The following example shows how to create categories within a table using the "axis" attribute. Example.
Travel Expense Report
Meals Hotels Transport subtotals
San Jose
25-Aug-97 37.74 112.00 45.00
26-Aug-97 27.28 112.00 45.00
subtotals 65.02 224.00 90.00 379.02
Seattle
27-Aug-97 96.25 109.00 36.00
28-Aug-97 35.00 109.00 36.00
subtotals 131.25 218.00 72.00 421.25
Totals 196.27 442.00 162.00 800.27
End example. This table lists travel expenses at two locations: San Jose and Seattle, by date, and category (meals, hotels, and transport). The following image shows how a visual user agent might render it. Travel Expense Report table as rendered by a visual user agent. [D] 2.5.1 Wrapped text in tables One source of problems for screen readers that do not interpret the source HTML is wrapped text in table cells. They read across the page, reading sentences on the same row from different columns as one sentence. For example, if a table is rendered like this on the screen: There is a 30% chance of Classes at the University of Wisconsin rain showers this morning, but they will resume on September 3rd. should stop before the weekend. This might be read by a screen reader as: There is a 30% chance of Classes at the University of Wisconsin rain showers this morning, but they will resume on September 3rd. should stop before the weekend. Screen readers that read the source HTML will recognize the structure of each cell, but for older screen readers, content developers should minimize the risk of word wrapping by limiting the amount of text in each cell. Also, the longest chunks of text should all be in the last column (rightmost for left-to-right tables). This way, if they wrap, they will still be read coherently. Content developers should test tables for wrapping with a browser window dimension of "640x480". Quicktest! To get a better understanding of how a screen reader would read a table, run a piece of paper down the page and read your table line by line. 2.5.2 Backwards compatibility issues for tables Rows of a TFOOT element will appear before the BODY of the document in an HTML3.2 browser. 2.5.3 Avoid tables for layout [Checkpoint 5.3] Avoid using tables for layout. [Priority 2] 2.6 Links Users who are blind often jump from link to link when skimming a page or looking for information. When they do this, only the text of the link (the "link text") is read. "Auditory users," people who are blind, have difficulty seeing, or who are using devices with small or no displays are unable to scan the page quickly with their eyes and often use a list of links to get an overview of a page or to quickly find a link. When links are not descriptive enough, do not make sense when read out of context, or are not unique, the auditory user must stop to read the text surrounding each link to identify it. [Checkpoint 13.1] Clearly identify the target of each link. [Priority 2] Avoid, for example, general link text, such as "click here" (which is device-dependent in addition to saying nothing about what is to be found at the end of the link). Instead of "click here", link text should indicate the nature of the link target, as in "more information about sea lions" or "text-only version of this page". Note that for the latter case (and other format- or language-specific documents), content developers are encouraged to use content negotiation instead, so that users who prefer text versions will have them served automatically. Non-visual users often browse by reading only the links of a document, tabbing from one to the next as the links appear in the document source (or in an author-specified tabbing order). Not every link must be understandable entirely out of context as long as the targets are clear when the text of a series of links read in succession is sufficiently clear. In addition to clear link text, content developers may specify a value of the "title" attribute that clearly and accurately describes the target of the link. When an image is used as the content of a link, specify alt-text for the image that makes sense in context. Quicktest! To choose alt-text in this case, think of what you would say in words rather than an image in this context. Example. Current routes at Boulders Climbing Gym End example. If more than one link on a page shares the same link text, all those links should point to the same resource. Such consistency will help page design as well as accessibility. If two or more links refer to different targets but share the same link text, HTML authors should distinguish the links by specifying a different value for the "title" attribute of each link. "Navigation bars" (sets of links that appear on every page in a site) are usually the first thing someone encounters on a page. For speech users, this means taking the time to read through x number of links on every page before reaching the unique content of a page. Therefore, grouping links will allow a user with a user agent that can navigate by elements, to jump over the group. This is similar to how people with vision skip reading the links when they see the same set on each page. Since this type of mechanism is not available today, providing a link that skips over the links, or using a tabindex at a link just before the content begins are strategies that work today. Example. How to use our site

[Home] [Search] [New and highlighted] [Site map]

How to use our site

End example. [Checkpoint 13.6] Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group. [Priority 3] For example, in HTML, creating a navigation bar composed of links with DIV, SPAN, FRAME, etc. Identify the group with the "id" attribute. Use "tabindex=1" on an anchor after the group so users may quickly skip the navigation bar. 2.7 Images and image maps Images may be inserted by two elements in HTML: IMG Available in HTML 4.0, 3.2, 2.0 OBJECT Available in HTML 4.0. Images include those that carry out simple animations (e.g., a "gif" image). 2.7.1 Equivalent text for images [Checkpoint 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, image map regions, short animations (e.g., animated GIFs), applets, ascii art, frames, scripts, inserted list bullets, sounds (played with or without user interaction), stand-alone audio files, synthesized speech, audio tracks of video, and video. [Priority 1] When using IMG, specify alt-text with the "alt" attribute. Example. Search End example. When using OBJECT, specify alt-text in the body of the OBJECT element: Example. Search End example. Additionally, use the "title" attribute: Example. Duke waves hello! End example. 2.7.2 Long descriptions for images When using IMG, specify a long description of the image with the "longdesc" attribute: Example. Sales for 1997 In sales97.html: A chart showing how sales in 1997 progressed. The chart is a bar-chart showing percentage increases in sales by month. Sales in January were up 10% from December 1996, sales in February dropped 3%, .. End example. For browsers that don't support "longdesc", provide a description link as well next to the graphic: Example. Sales for 1997 [D] End example. When using OBJECT, provide a long description in the body of the element: Example. Sales in 1997 were down subsequent to our anticipated purchase ... End example. Or, provide a link to a long description within the body of the element: Example. Chart of our Sales in 1997. A textual description is available. End example. 2.7.3 Ascii art [Checkpoint 1.5] Replace ASCII art with an image or explain it. [Priority 1 or Priority 2 depending on the importance of the information.] Avoid ascii art (character illustrations) and use real images instead since it is easier to supply alt-text and long descriptions for images. The priority of this checkpoint depends on the importance of the information (e.g., an important chart). [Checkpoint 13.10] Provide a means to skip over multi-line ASCII art. [Priority 3] However, if ascii art must be used provide a link to jump over the ASCII art, as follows. Example.

skip over ASCII art caption for ASCII art End example. ASCII art may also be marked up as follows: Example.

include cow ascii art from guidelines End example. Another option is to use a SPAN or an ABBR element with "title". Example.

:-) End example. If the description of (important) ASCII art is long, provide a description in addition to alt-text. Another way to replace ascii art is to use human language substitutes. For example, might substitute for the emoticon ;-), the word"therefore" could replace arrows consisting of dashes and greater than signs (e.g., -->), and the word "great" for the uncommon abbreviation "gr8". 2.7.4 Mathematical equations in images 2.7.5 Image maps An image map is an image that has "active regions". When the user selects one of the regions, some action takes place -- a link may be followed, information sent to a server, etc. To make an image map accessible, content developers must ensure that each action associated with a visual region may be activated without a pointing device. Image maps are created with the MAP element (available in HTML 4.0 and 3.2). HTML allows two types of image maps: client-side (the user's browser processes a URI) and server-side (the server processes click coordinates). For all image maps, content developers must supply alt-text (described below), and long descriptions where needed (see the section on long descriptions for images). Content developers should either avoid server-side image maps (because they require a specific input device - a mouse) or provide the same functionality or information in an alternative accessible format. One way to achieve this is to provide a textual link for each active region so that each link is navigable with the keyboard. If you must use a server-side image map, please consult the section on server-side image maps 2.7.6 Client-side image maps The active regions of a client-side image map are defined within the MAP element and may be created with two elements: AREA Available in HTML 4.0, 3.2 A Available in HTML 4.0. [Checkpoint 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. [Priority 1] Provide text equivalents for image maps since they convey visual information. If AREA is used, use the"alt" attribute: Example. Image map of areas in the library Reference Audio visual lab End example. The same idea, but use OBJECT instead of IMG to insert the image to provide more information about the image: Example. There are several areas in the library including the Reference section and the Audio Visual Lab. Reference Audio visual lab End example. [Checkpoint 1.2] Provide redundant text links for each active region of an image map. [Priority 1 - if server-side image maps are used, Priority 2 - if client-side image maps are used. Redundant text links for client-side image maps are only required until user agents render text equivalents for the map links.] In addition to providing alt-text, provide redundant textual links. If the A element is used instead of AREA, the content developer may describe the active regions and provide redundant links at the same time: Example.

Navigate the site. [Access Guide] [Go] [Search] [Top Ten]

End example. Note that in the previous example the MAP element is the content of the OBJECT element so that the alternative links will only be displayed if the image map (navbar1.gif) is not. Note also that links have been separated by brackets ([]). This is to prevent screen readers from reading several adjacent links as a single link. [Checkpoint 10.5] Until user agents or assistive technologies render adjacent links distinctly, include non-link, printable characters (surrounded by spaces) between adjacent links. [Priority 3] Content developers should make sure they include printable characters (such as brackets or a vertical bar (|)) surrounded by spaces between adjacent links. 2.7.7 Server-side image maps When a server-side image map must be used, content developers should provide an alternative list of image map choices. There are three techniques: * If an alternative list of links follows the image map, content developers should indicate the existence and location of the alternative list. If IMG is used to insert the image, provide this information in the"alt" attribute. If OBJECT is used, provide it in the "title" attribute. Example. Links to this image map follow immediately Reference Audio visual lab

[Reference] [Audio Visual Lab] End example. * A more straightforward solution, although newer and less backwards compatible, is to include the alternative links within the body of an OBJECT element (see the previous example illustrating links in the OBJECT element). * One final possibility is to create an alternative page that is accessible. [Checkpoint 3.8] Provide individual button controls in a form rather than simulating a set of buttons with an image map. [Priority 2] 2.8 Applets and other objects Applets may be inserted by two elements in HTML: APPLET Available in HTML 4.0 (deprecated), 3.2. OBJECT Available in HTML 4.0. Other objects, such as those requiring a plug-in, should also use the OBJECT element. However, for backwards compatibility with Netscape browsers, use the proprietary EMBED element within the OBJECT element as follows: Example. <IMG alt="Still from Movie" src="moviename.gif" width=100 height=80> End example. For more information refer to [MACROMEDIA]. 2.8.1 Audio and Video produced by dynamic objects There are several checkpoints that content developers should use to ensure that audio or visual information presented by a dynamic object is accessible: 1. Provide a long description if necessary. See the section on long descriptions for images. 2. Refer also to checkpoint 8.1. 3. [Checkpoint 1.4] For any time-based presentation (e.g., a movie, animation, or multimedia presentation), synchronize equivalent alternatives (e.g., captions or video descriptions) with the presentation. [Priority 1] 2.8.2 Equivalent text and descriptions for applets and programmatic objects If OBJECT is used, provide alt-text as the content of the element: Example. As temperature increases, the molecules in the balloon... End example. A more complex example takes advantage of the fact the OBJECT elements may be embedded to provide for alternative representations of information: Example. As temperature increases, the molecules in the balloon... End example. If APPLET is used, provide alt-text with the "alt" attribute and content in the APPLET element. This enables them to transform gracefully for those user agents that only support one of the two mechanisms ("alt" or content). Deprecated example. As temperature increases, the molecules in the balloon... 2.8.3 Directly accessible applets [Checkpoint 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.] If an applet requires user interaction (e.g., the ability to manipulate a physics experiment) that cannot be duplicated in an alternative format, make the applet directly accessible. For more information about accessible applets, please refer to [JAVAACCESS] and [IBMJAVA]. 2.9 Audio and video Audio and video should be accompanied by text transcripts, textual descriptions or equivalents of auditory or visual events. When these transcripts are presented synchronously with a video presentation they are called "captions" and are used by people who cannot hear the audio track of the video material. Full audio transcripts include spoken dialogue as well as any other significant sounds including on-screen and off-screen sounds, music, laughter, applause, etc. The following two examples show captions, a text transcript, and auditory descriptions. Example. Captions for a scene from "E.T." The phone rings three times, then is answered. [phone rings] [ring] [ring] Hello?" End example. Example. Here's an example of a transcript of a clip from "The Lion King" (available at [DVS]). Simba: Yeah! Describer: Simba races outside, followed by his parents. Sarabi smiles and nudges Simba gently toward his father. The two sit side-by-side, watching the golden sunrise. Mufasa: Look Simba, everything the light touches is our kingdom. Simba: Wow. End example. 2.9.1 Audio information Some media formats (e.g., QuickTime 3.0 and SMIL) allow captions and video descriptions to be added to the multimedia clip. SAMI allows captions to be added. Until the format you are using supports alternative tracks, two versions of the movie could be made available, one with captions and descriptive video, and one without. Some technologies, such as SMIL and SAMI, allow separate audio/visual files to be combined with text files via a synchronization file to create captioned audio and movies. Some technologies also allow the user to choose from multiple sets of captions to match their reading skills. For more information see the SMIL 1.0 ([SMIL]) specification. Equivalents for sounds can be provided in the form of a text phrase on the page that links to a text transcript or description of the sound file. The link to the transcript should appear in a highly visible location such as at the top of the page. However, if a script is automatically loading a sound, it should also be able to automatically load a visual indication that the sound is currently being played and provide a description or transcript of the sound. Note. Some controversy surrounds this technique because the browser should load the visual form of the information instead of the auditory form if the user preferences are set to do so. However, strategies must also work with today's browsers. For more information, please refer to [NCAM]. 2.9.2 Visual information and motion Video descriptions are used primarily by people who are blind to follow the action and other non-auditory information in video material. The description provides narration of the key visual elements without interfering with the audio or dialogue of a movie. Key visual elements include actions, settings, body language, graphics, and displayed text. [Checkpoint 1.3] For each movie, provide an auditory description of the video track and synchronize it with the audio track. [Priority 1] For movies, provide auditory descriptions that are synchronized with the original audio. See the section on audio information for more information about multimedia formats. Text transcripts, in conjunction with the full audio transcript described above, allow access by people with both visual and hearing disabilities. This also provides everyone with the ability to index and search for information contained in audio/visual materials. [Checkpoint 7.3] Until user agents allow users to freeze moving content, avoid movement in pages. [Priority 2] However, if necessary to include an applets that involves motion or updates, content developers should provide a mechanism for freezing this motion (for an example, refer to [TRACE]). Content developers should use animated gifs to create motion that may be suspended by the browser for people that have trouble with it. When necessary, a long description be provided for visual information (e.g., animations) to enable understanding of the page. For example for an ad that displays text like a marquee, the text should be provided in the text equivalent, unless there is a lot of text. For a looping image of cloud cover over the United States, if the image is in the context of a weather status report, where the information is presented in text, a less verbose description of the image is necessary. However, if the image appears on in a pedagogical setting, elaborating on cloud formations in relation to land mass, ought to be described. See also the section on text style for controlling blinking. 2.10 Style and style sheets [Checkpoint 3.6] Use style sheets to control layout and presentation. [Priority 2] CSS1 ([[CSS1]) and CSS2 ([[CSS2]) allow content developers to duplicate almost every HTML 4.0 presentation feature and offer more power with less cost. However, until most users have browsers that support style sheets, not every presentation idiom may be expressed satisfactorily with style sheets. In the following sections, we show how style sheets may be used to create accessible pages. We also provide examples of how to use HTML 4.0 features (e.g., tables, bitmap text) more accessibly when they must be used. See also the section on text markup. 2.10.1 General style sheet techniques Make sure to validate that your pages still work when style sheets are turned off! * [Checkpoint 6.1] Organize content logically using appropriate structural markup so the organization remains clear even when associated style sheets are turned off or are not supported. [Priority 1] * [Checkpoint 3.7] Use relative rather than absolute units in markup language attribute values and style sheet property values. [Priority 2] 2.10.2 Text formatting Content developers should use style sheets for text formatting rather than converting text to images. For example, stylized text on a colored background can be created with style sheets instead of as an image. This provides flexibility for people to view the text in a form that is most readable to them including magnified, in a particular color combination such as white on black, or in a particular font. However, if you must use a bitmap to create a text effect (special font, transformation, shadows, etc.) it must be accessible. When bitmapped text is used in a way that makes a page inaccessible, content developers must supply alternative pages. To make a bitmap representing text accessible, it must have alt-text that is the same text represented by the image. Example. In this example, the inserted image shows the large red characters "Example", reflected by the alt-text.

This is an Example of what we mean.

End example. This is true of Drop Caps (large first letter of a paragraph) as well. However, we recommend using style sheets to create the effect, as the following example illustrates. Example. Drop caps

Once upon a time... Note. As of the writing of this document, the CSS pseudo-element ':first-letter', which allows content developers to refer to the first letter of a chunk of text, is not widely supported. 2.10.3 Text style Content developers should use style sheets instead of deprecated presentation elements and attributes that control visual presentation. * [Checkpoint 7.1] Until user agents allow users to control it, avoid causing the screen to flicker. [Priority 1] A flickering or flashing screen may cause seizures in users with photosensitive epilepsy. Seizures can be triggered by flickering or flashing in the 4 to 59 flashes per second (Hertz) range with a peak sensitivity at 20 flashes per second as well as quick changes from dark to light (like strobe lights). * [Checkpoint 7.2] Until user agents allow users to control it, avoid causing content to blink (i.e., change presentation at a regular rate, such as turning on and off). [Priority 2] If blinking content (e.g., a headline that appears and disappears at regular intervals) is used, provide a mechanism for stopping the blinking. In CSS, 'text-decoration: blink' will cause content to blink and will allow users to stop the effect by turning off style sheets or overriding the rule in a user style sheet. Note. Do not use the BLINK and MARQUEE elements. These elements are not part of any W3C specification for HTML (i.e., they are non-standard elements). * Indentation: Use the CSS 'text-indent' property to indent text. Do not use the BLOCKQUOTE or any other structural element to indent text. * Spacing: Content developers should achieve spacing effects with the CSS 'word-spacing' and 'white-space' properties rather than by putting actual spaces between letters and using the PRE element. 2.10.4 Fonts Instead of using deprecated presentation elements and attributes, use the many CSS properties to control font characteristics: 'font-family', 'font-size', 'font-size-adjust', 'font-stretch', 'font-style', 'font-variant', and 'font-weight'. 2.10.5 Colors Use these CSS properties to specify colors: * 'color', for foreground text color. * 'background-color', for background colors. * 'border-color', for border colors. * For link colors, see the :link, :visited, and :active pseudo-classes. [Checkpoint 2.1] Ensure that all information conveyed with color is also available without color, for example from context or markup. [Priority 1] Be careful when color is used in references, as in "Please select an item from those listed in green." This reference becomes useless to those who cannot process color. For example, in this document, examples appear in a different color than the rest of the text. However, that is not enough to identify them as examples, so we precede each one with the word "Example." or "Deprecated example." Quicktest! To test whether your page passes the text, examine it with a monochrome monitor or colors turned off. [Checkpoint 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]. Quicktest! To test whether color contrast is sufficient to be read by people with color deficiencies or by those with low resolution monitors, print pages on a black and white printer (with backgrounds and colors appearing in grayscale). Also try taking the printout and copying it for two or three generations to see how it degrades. This will show you where you need to add redundant cues (example: hyperlinks are usually underlined on Web pages), or whether the cues are two small or indistinct to hold up well. Also, try setting up a color scheme in your browser that only uses black, white, and the four browser-safe greys and see how your page holds up. For more information about colors and contrasts, refer to [LIGHTHOUSE]. 2.10.6 Layout, positioning, layering, and alignment Layout, positioning, layering, and alignment should be done through style sheets (notably by using CSS floats and absolute positioning). When laying out tabular information, content developers should use tables that are designed for accessibility (see the section on tables. Do not use PRE to create a tabular layout of text. [Checkpoint 10.3] Until user agents or 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. [Priority 2] However, until user agents and screen readers are able to handle text presented side-by-side, all tables that lay out text in parallel, word-wrapped columns require a linear text alternative (on the current page or some other). See also the section on tables for additional information on table accessibility. Provide text equivalents for all images, including invisible or transparent images. If content developers cannot use style sheets and must use invisible or transparent images to lay out images on the page, they should supply "null" alt-text (alt="") for them. Deprecated example. In this example, an image is used to create a carefully defined space between words or graphics. "White space" alt-text is used to prevent the words from running together when the image is not loaded: my poem requires a big space    here In this next example, an image is used to force a graphic to appear in a certain position: spacer The wheel of fortune 2.10.7 Rules and borders Rules and borders may convey the notion of "separation" to visually enabled users but that meaning cannot be inferred out of a visual context. While content developers may use HR to create a horizontal rule, they should do so in a way that also conveys the structure in a non-visual way (e.g., by using DIV in conjunction with the "class" attribute). Example.

[Next page] [Prevous page] [First page]
End example. When using graphics (e.g., horizontal rules) as section separators, content developers may provide an advisory title of what the graphic represents to the visually enabled user via the "title" attribute. Hence, in the previous example, we specified title="navigation-bar". Example. In this example, a red line is used to separate Chapter 7 from Chapter 8: redline graphic

Chapter 8 - Auditory and Tactile Displays

We recommend using style sheets to accomplish such styling of the line: Redline with style sheets

Chapter 8 - Auditory and Tactile Displays

End example. 2.10.8 Guidelines for good CSS style sheets * Use a minimal number of style sheet for your site * If you have more than one, use the same "class" name for the same concept in all of the style sheets. * Use linked style sheets rather than embedded styles, and avoid inline style sheets. * Content developers should not write "!important" rules. Users should where necessary. * Use the "em" unit to set font sizes. * Use relative length units and percentages. CSS allows you to use relative units even in absolute positioning. Thus, you may position an image to be offset by "3em" from the top of its containing element. This is a fixed distance, but is relative to the current font size, so it scales nicely. * Only use absolute length units when the physical characteristics of the output medium are known. * Always specify a fallback generic font. * Use numbers, not names, for colors. Some examples follow. Example. Use em to set font sizes, as in: H1 { font-size: 2em } rather than: H1 { font-size: 12pt } End example. Example. Use relative length units and percentages. BODY { margin-left: 15%; margin-right: 10%} End example. Example. Only use absolute length units when the physical characteristics of the output medium are known. .businesscard { font-size: 8pt } End example. Example. Always specify a fallback generic font: BODY { font-family: "Gill Sans", sans-serif } End example. Example. Use numbers, not names, for colors: H1 {color: #808000} H1 {color: rgb(50%,50%,0%)} End example. 2.11 Frames For visually enabled users, frames may organize a page into different zones. For non-visual users, relationships between the content in frames (e.g., one frame has a table of contents, another the contents themselves) must be conveyed through other means. Frames as implemented today are problematic for several reasons: * Without scripting, they tend to break the "previous page" functionality offered by browsers. * It is impossible to refer to the "current state" of a frameset with a URI; once a frameset changes contents, the original URI no longer applies. * Opening a frame in a new browser window can disorient or simply annoy users. In the following sections, we discuss how to make frames more accessible. We also provide an alternative to frames that uses HTML 4.0 and CSS and addresses many of the limitations of today's frame implementations. 2.11.1 Title frames for easy orientation [Checkpoint 12.1] Title each frame so that users can keep track of frames by title. [Priority 1] Example. A simple frameset document <A href="lib.html" title="Library link"> Select to go to the electronic library</A> End example. 2.11.2 Long descriptions of frames [Checkpoint 12.2] Describe the purpose of frames and how frames relate to each other if it is not obvious by frame titles alone. [Priority 2] Example. Today's news <p><a href="noframes.html">No frames version</a></p> <p><a href="frameset-desc.html">Descriptions of frames.</a></p> frameset-desc.html might say something like: #Navbar - this frame provides links to the major sections of the site: World News, National News, Local News, Technological News, and Entertainment News. #Story - this frame displays the currently selected story. #Index - this frame provides links to the day's headline stories within this section. End example. Note that if the a frame's contents change, the long descriptions will no longer apply. Also, links to a frame's longdesc ("d-links") ought to be provided with other alternative contents in the NOFRAMES element of a FRAMESET. 2.11.3 Invisible d-links 2.11.4 Ensure documents are readable without frames Example. In this example, if the user reads "top.html": This is top.html <A href="table_of_contents.html">Table of Contents.</A> <!-- other navigational links that are available in main.html are available here also. --> and the user agent is not displaying frames, the user will have access (via a link) to a non-frames version of the same information. End example. 2.11.5 Always make the source of a frame an HTML document Content developers must provide descriptions of frames so that their contents and the relationships between frames make sense. Note that as the contents of a frame change, so must change any description. This is not possible if an IMG is inserted directly into a frame, as in this deprecated example: Deprecated example. A bad frameset document Note that if, for example, a link causes a new image to be inserted into the frame:

Visit a beautiful grove of oranges the initial title of the frame ("Apples") will no longer match the current content of the frame ("Oranges"). [Checkpoint 6.2] Ensure that descriptions and text alternatives for dynamic content are updated when the dynamic content changes. [Priority 1] To solve this problem, content developers should always make the source ("src") of a frame an HTML file. Images may be inserted into the HTML file and their text alternatives will evolve correctly. Example. A correct frameset document

Apples End example. 2.11.6 Avoid opening a new window as the target of a frame [Checkpoint 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. [Priority 2] For example, content developers should avoid specifying a new window as the target of a frame with target="_blank". 2.11.7 Alternatives to frames One of the most common uses of frames is to split the user's browser window into two parts: a navigation window and a content window. As an alternative to frames, we encourage you to try the following: 1. Create one document for the navigation mechanism (call it "nav.html"). A separate document means that the navigation mechanism may be shared by more than one document. 2. In each document requiring the navigation mechanism, include it at the bottom of the document with the following (or similar) OBJECT markup: Example.

Go to the table of contents Putting the navigation mechanism at the end of the document means that when style sheets are turned off, users have access to the document's important information first. 3. Use style sheets to position the navigation mechanism where you want on the screen. For example, the following CSS rule floats the navigation bar to the left of the page and makes it take up 25% of the available horizontal space: OBJECT { float: left; width: 25% } The following CSS rule attaches the navigation mechanism to the bottom-left corner of the page of the page and keeps it there even if the user scrolls down the page: OBJECT { position: fixed; left: 0; bottom: 0 } Note. Navigation mechanisms or other content may be inserted in a document by means of server-side includes. 2.12 Forms 2.12.1 Make controls keyboard accessible [Checkpoint 9.4] Create a logical tab order through links, form controls, and objects. [Priority 3] [Checkpoint 9.5] Provide keyboard shortcuts to important links (including those in client-side image maps), form controls, and groups of form controls. [Priority 3] See the section on keyboard access for more information. 2.12.2 Group form controls Content developers should group information where natural and appropriate. When form controls can be grouped into logical units, use the FIELDSET element and label those units with the LEGEND element (both available in HTML 4.0): Example.

Personal information ...more personal information...
Medical History ...medical history information...
End example. 2.12.3 Label form controls explicitly [Checkpoint 12.4] Associate labels explicitly with their controls. [Priority 2] An example of LABEL used with "for" in HTML 4.0 is given in the previous section. [Checkpoint 10.2] For all form controls with implicitly associated labels, ensure that the label is properly positioned. [Priority 2] 2.12.4 Group menu options Content developers should group information where natural and appropriate. For long lists of menu selections (which are hard to remember), content developers should group items into a hierarchy using the OPTGROUP element (available in HTML 4.0). Example.

End example. 2.12.5 Techniques for specific controls [Checkpoint 10.4] Until user agents handle empty controls correctly, include default, place-holding characters in edit boxes and text areas. [Priority 3] Example.

End example. Provide alt-text for images used as "submit" buttons: Example.

End example. Refer also to checkpoint 3.8. Also see the section on keyboard access since this applies to form controls. 2.12.6 Backwards compatibility issues for forms The BUTTON element does not appear and will appear as a text input field in HTML3.2 browsers. 2.13 Scripts Content developers must ensure that pages are accessible with scripts turned off or in browsers that don't support scripts. 2.13.1 Alternative presentation of scripts [Checkpoint 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 mechanisms on an alternative accessible page. [Priority 1] One way to accomplish this is with the NOSCRIPT element (available in HTML 4.0). The content of this element is rendered with scripts are not enabled. Example. End example. [Checkpoint 6.4] For scripts and applets, until user agents provide device-independent means to activate event handlers, ensure that event handlers are keyboard operable. [Priority 2] 2.13.2 Device-independent event handlers [Checkpoint 9.3] For scripts, specify logical event handlers rather than device-dependent event handlers. [Priority 2] An event handler is a script that is invoked when a certain event occurs (e.g, the mouse moves, a key is pressed, the document is loaded, etc.). In HTML 4.0, event handlers are attached to elements via script attributes (the attributes beginning with "on", as in "onkeyup"). Some event handlers, when invoked, produce purely decorative effects such as highlighting an image or changing the color of an element's text. Other event handlers produce much more substantial effects, such as carrying out a calculation, providing important information to the user, or submitting a form. For event handlers that do more than just change the presentation of an element, content developers should do the following: 1. Use application-level event triggers rather than user interaction-level triggers. In HTML 4.0, application-level event attributes are "onfocus", "onblur" (the opposite of "onfocus"), and "onselect". Note that these attributes are also device-independent. 2. Otherwise, if you must use device-dependent attributes, provide redundant input mechanisms (i.e., specify two handlers for the same element): + Use "onmousedown" with "onkeydown". + Use "onmouseup" with "onkeyup" + Use "onclick" with "onkeypress" Note that there is no keyboard equivalent to double-clicking ("ondblclick") in HTML 4.0. 3. Do not write event handlers that rely on mouse coordinates since this prevents device-independent input. _________________________________________________________________ 3 Acknowledgments Web Content Guidelines Working Group Co-Chairs: Chuck Letourneau, Starling Access Services Gregg Vanderheiden, Trace Research and Development W3C Team contacts: Judy Brewer and Daniel Dardailler We wish to thank the following people who have contributed their time and valuable comments to shaping these guidelines: Harvey Bingham, Kevin Carey, Chetz Colwell, Neal Ewers, Geoff Freed, Al Gilman, Larry Goldberg, Jon Gunderson, Eric Hansen, Phill Jenkins, Leonard Kasday, George Kerscher, Marja-Riitta Koivunen, Josh Krieger, Scott Luebking, William Loughborough, Murray Maloney, Charles McCathieNevile, MegaZone (Livingston Enterprises), Masafumi Nakane, Mark Novak, Charles Oppermann, Mike Paciello, David Pawson, Michael Pieper, Greg Rosmaita, Liam Quinn, Dave Raggett, T.V. Raman, Robert Savellis, Jutta Treviranus, Steve Tyler, Jaap van Lelieveld, and Jason White The original draft of this document is based on "The Unified Web Site Accessibility Guidelines" ([UWSAG]) compiled by the Trace R & D Center at the University of Wisconsin. That document includes a list of additional contributors. 4 Reference specifications For the latest version of any W3C specification please consult the list of W3C Technical Reports. [CSS1] "CSS, level 1 Recommendation", B. Bos, H. Wium Lie, eds., 17 December 1996, revised 11 January 1999. The CSS1 Recommendation is available at: http://www.w3.org/TR/1999/REC-CSS1-19990111. The latest version of CSS1 is available at: http://www.w3.org/TR/REC-CSS1. [CSS2] "CSS, level 2 Recommendation", B. Bos, H. Wium Lie, C. Lilley, and I. Jacobs, eds., 12 May 1998. The CSS2 Recommendation is available at: http://www.w3.org/TR/1998/REC-CSS2-19980512. The latest version of CSS2 is available at: http://www.w3.org/TR/REC-CSS2. [DOM1] "Document Object Model (DOM) Level 1 Specification", V. Apparao, S. Byrne, M. Champion, S. Isaacs, I. Jacobs, A. Le Hors, G. Nicol, J. Robie, R. Sutor, C. Wilson, and L. Wood, eds., 1 October 1998. The DOM Level 1 Recommendation is available at: http://www.w3.org/TR/1998/REC-DOM-Level-1-19981001. The latest version of DOM Level 1 is available at: http://www.w3.org/TR/REC-DOM-Level-1 [HTML40] "HTML 4.0 Recommendation", D. Raggett, A. Le Hors, and I. Jacobs, eds., 17 December 1997, revised 24 April 1998. The HTML 4.0 Recommendation is available at: http://www.w3.org/TR/1998/REC-html40-19980424. The latest version of HTML 4.0 is available at: http://www.w3.org/TR/REC-html40. [HTML32] "HTML 3.2 Recommendation", D. Raggett, ed., 14 January 1997. The latest version of HTML 3.2 is available at: http://www.w3.org/TR/REC-html32. [MATHML] "Mathematical Markup Language", P. Ion and R. Miner, eds., 7 April 1998. The MathML 1.0 Recommendation is available at: http://www.w3.org/TR/1998/REC-MathML-19980407. The latest version of MathML 1.0 is available at: http://www.w3.org/TRREC-MathML. [PNG] "PNG (Portable Network Graphics) Specification", T. Boutell, ed., T. Lane, contributing ed., 1 October 1996. The latest version of PNG 1.0 is available at: http://www.w3.org/TR/REC-png. [RDF] "Resource Description Framework (RDF) Model and Syntax Specification", O. Lassila, R. Swick, eds., 22 February 1999. The RDF Recommendation is available at: 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 [SMIL] "Synchronized Multimedia Integration Language (SMIL) 1.0 Specification", P. Hoschka, ed., 15 June 1998. The SMIL 1.0 Recommendation is available at: http://www.w3.org/TR/1998/REC-smil-19980615 The latest version of SMIL 1.0 is available at: http://www.w3.org/TR/REC-smil [WAI-AUTOOLS] "Authoring Tool Accessibility Guidelines", J. Treviranus, J. Richards, I. Jacobs, C. McCathieNevile, eds. The latest Working Draft of these guidelines for designing accessible authoring tools is available at: http://www.w3.org/TR/WD-WAI-AUTOOLS/ [WAI-USERAGENT] "User Agent Accessibility Guidelines", J. Gunderson and I. Jacobs, eds. The latest Working Draft of these guidelines for designing accessible user agents is available at: http://www.w3.org/TR/WD-WAI-USERAGENT/ [UWSAG] "The Unified Web Site Accessibility Guidelines", G. Vanderheiden, W. Chisholm, eds. The Unified Web Site Guidelines were compiled by the Trace R & D Center at the University of Wisconsin under funding from the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Dept. of Education. This document is available at: http://www.tracecenter.org/docs/html_guidelines/version8.htm [XML] "Extensible Markup Language (XML) 1.0.", T. Bray, J. Paoli, C.M. Sperberg-McQueen, eds., 10 February 1998. The XML 1.0 Recommendation is available at: http://www.w3.org/TR/1998/REC-xml-19980210. The latest version of XML 1.0 is available at: http://www.w3.org/TR/REC-xml 5 Services Note. W3C cannot maintain stability for any of the following references outside of its control. These references are included for convenience. [DVS] DVS Descriptive Video Services. [BOBBY] Bobby is an automatic accessibility validation tool developed by Cast. [CSSVAL] The W3C CSS Validation Service. [HTMLVAL] The W3C HTML Validation Service. [IBMJAVA] IBM Guidelines for Writing Accessible Applications Using 100% Pure Java are available from IBM Special Needs Systems. [JAVAACCESS] Information about Java Accessibility and Usability is available from the Trace R&D Center. [LIGHTHOUSE] The Lighthouse provides information about accessible colors and contrasts. [LYNX] Lynx is a text-only browser. [LYNXME] Lynx-me is a Lynx emulator. [LYNXVIEW] Lynx Viewer is a Lynx emulator. [MACROMEDIA] Flash OBJECT and EMBED Tag Syntax from Macromedia. [NCAM] The National Center for Accessible Media includes information about captioning and audio description on the Web. [TRACE] The Trace Research & Development Center. Consult this site for a variet of information about accessibility, including a scrolling Java applet that may be frozen by the user. _________________________________________________________________ 6 Checkpoint Map This index lists each checkpoint and the sections in this document where it is discussed. Guideline 1: Checkpoint 1.1 (guidelines definition of 1.1) Refer to "1.2 Text equivalents and descriptions" and "2.7.1 Equivalent text for images" Checkpoint 1.2 (guidelines definition of 1.2) Refer to "1.2 Text equivalents and descriptions" and "2.7.6 Client-side image maps" Checkpoint 1.3 (guidelines definition of 1.3) Refer to "2.9.2 Visual information and motion" Checkpoint 1.4 (guidelines definition of 1.4) Refer to "2.8.1 Audio and Video produced by dynamic objects" Checkpoint 1.5 (guidelines definition of 1.5) Refer to "1.2 Text equivalents and descriptions" and "2.7.3 Ascii art" Guideline 2: Checkpoint 2.1 (guidelines definition of 2.1) Refer to "2.10.5 Colors" Checkpoint 2.2 (guidelines definition of 2.2) Refer to "2.10.5 Colors" Guideline 3: Checkpoint 3.1 (guidelines definition of 3.1) Refer to "2.3.4 Text markup rather than images" Checkpoint 3.2 (guidelines definition of 3.2) Refer to "2.1.2 Section headers" Checkpoint 3.3 (guidelines definition of 3.3) Refer to "2.4 Lists" Checkpoint 3.4 (guidelines definition of 3.4) Refer to "2.3.3 Quotations" Checkpoint 3.5 (guidelines definition of 3.5) Refer to "2.1 Document structure and metadata" Checkpoint 3.6 (guidelines definition of 3.6) Refer to "1.2 Text equivalents and descriptions" and "2.10 Style and style sheets" Checkpoint 3.7 (guidelines definition of 3.7) Refer to "2.10.1 General style sheet techniques" Checkpoint 3.8 (guidelines definition of 3.8) Refer to "1.2 Text equivalents and descriptions" and "2.7.7 Server-side image maps" and "2.12.5 Techniques for specific controls" Guideline 4: Checkpoint 4.1 (guidelines definition of 4.1) Refer to "2.2 Language information" Checkpoint 4.2 (guidelines definition of 4.2) Refer to "2.3.2 Acronyms and abbreviations" Checkpoint 4.3 (guidelines definition of 4.3) Refer to "2.2 Language information" Guideline 5: Checkpoint 5.1 (guidelines definition of 5.1) Refer to "2.5 Tables" Checkpoint 5.2 (guidelines definition of 5.2) Refer to "2.5 Tables" Checkpoint 5.3 (guidelines definition of 5.3) Refer to "2.5.3 Avoid tables for layout" Checkpoint 5.4 (guidelines definition of 5.4) Refer to "2.5 Tables" Checkpoint 5.5 (guidelines definition of 5.5) Refer to "2.5 Tables" Checkpoint 5.6 (guidelines definition of 5.6) Refer to "2.5 Tables" Guideline 6: Checkpoint 6.1 (guidelines definition of 6.1) Refer to "2.10.1 General style sheet techniques" Checkpoint 6.2 (guidelines definition of 6.2) Refer to "2.11.5 Always make the source of a frame an HTML document" Checkpoint 6.3 (guidelines definition of 6.3) Refer to "2.13.1 Alternative presentation of scripts" Checkpoint 6.4 (guidelines definition of 6.4) Refer to "2.13.1 Alternative presentation of scripts" Checkpoint 6.5 (guidelines definition of 6.5) Refer to "1.3 Alternative pages" and "2.11.4 Ensure documents are readable without frames" Guideline 7: Checkpoint 7.1 (guidelines definition of 7.1) Refer to "2.10.3 Text style" Checkpoint 7.2 (guidelines definition of 7.2) Refer to "2.10.3 Text style" Checkpoint 7.3 (guidelines definition of 7.3) Refer to "2.9.2 Visual information and motion" Checkpoint 7.4 (guidelines definition of 7.4) Refer to "1.8 Automatic page refresh" Checkpoint 7.5 (guidelines definition of 7.5) Refer to "1.8 Automatic page refresh" Guideline 8: Checkpoint 8.1 (guidelines definition of 8.1) Refer to "2.8.1 Audio and Video produced by dynamic objects" and "2.8.3 Directly accessible applets" Guideline 9: Checkpoint 9.1 (guidelines definition of 9.1) Refer to "2.7.6 Client-side image maps" Checkpoint 9.2 (guidelines definition of 9.2) Refer to "1.4 Keyboard access" Checkpoint 9.3 (guidelines definition of 9.3) Refer to "2.13.2 Device-independent event handlers" Checkpoint 9.4 (guidelines definition of 9.4) Refer to "2.12.1 Make controls keyboard accessible" Checkpoint 9.5 (guidelines definition of 9.5) Refer to "2.12.1 Make controls keyboard accessible" Guideline 10: Checkpoint 10.1 (guidelines definition of 10.1) Refer to "2.11.6 Avoid opening a new window as the target of a frame" Checkpoint 10.2 (guidelines definition of 10.2) Refer to "2.12.3 Label form controls explicitly" Checkpoint 10.3 (guidelines definition of 10.3) Refer to "2.10.6 Layout, positioning, layering, and alignment" Checkpoint 10.4 (guidelines definition of 10.4) Refer to "2.12.5 Techniques for specific controls" Checkpoint 10.5 (guidelines definition of 10.5) Refer to "2.7.6 Client-side image maps" Guideline 11: Checkpoint 11.1 (guidelines definition of 11.1) Refer to "1.11 Browser Support" Checkpoint 11.2 (guidelines definition of 11.2) Refer to "1.1 Structure vs. Presentation" Checkpoint 11.3 (guidelines definition of 11.3) Refer to "1.7 Content negotiation" Checkpoint 11.4 (guidelines definition of 11.4) Refer to "1.3 Alternative pages" Guideline 12: Checkpoint 12.1 (guidelines definition of 12.1) Refer to "1.2 Text equivalents and descriptions" and "2.11.1 Title frames for easy orientation" Checkpoint 12.2 (guidelines definition of 12.2) Refer to "1.2 Text equivalents and descriptions" and "2.11.2 Long descriptions of frames" Checkpoint 12.3 (guidelines definition of 12.3) Refer to "1.6 Comprehension" Checkpoint 12.4 (guidelines definition of 12.4) Refer to "2.12.3 Label form controls explicitly" Guideline 13: Checkpoint 13.1 (guidelines definition of 13.1) Refer to "2.6 Links" Checkpoint 13.2 (guidelines definition of 13.2) Refer to "1.5 Navigation" Checkpoint 13.3 (guidelines definition of 13.3) Refer to "1.5 Navigation" Checkpoint 13.4 (guidelines definition of 13.4) Refer to "1.5 Navigation" Checkpoint 13.5 (guidelines definition of 13.5) Refer to "1.5 Navigation" Checkpoint 13.6 (guidelines definition of 13.6) Refer to "2.6 Links" Checkpoint 13.7 (guidelines definition of 13.7) Refer to "1.5 Navigation" Checkpoint 13.8 (guidelines definition of 13.8) Refer to "1.5 Navigation" Checkpoint 13.9 (guidelines definition of 13.9) Refer to "1.9 Other topics" Checkpoint 13.10 (guidelines definition of 13.10) Refer to "1.2 Text equivalents and descriptions" and "2.7.3 Ascii art" Guideline 14: Checkpoint 14.1 (guidelines definition of 14.1) Refer to "1.6 Comprehension" Checkpoint 14.2 (guidelines definition of 14.2) Refer to "1.6 Comprehension" Checkpoint 14.3 (guidelines definition of 14.3) Refer to "1.5 Navigation" 7 Index of HTML elements and attributes 7.1 Elements This index lists all elements in HTML 4.0 and whether they are defined in earlier versions of HTML. Elements that are deprecated in HTML 4.0 ([HTML40]) are followed by an asterisk (*). Elements that are obsolete in HTML 4.0 or don't exist in a W3C specification of HTML (2.0, 3.2, 4.0) do not appear in this table. An entry of "N/A" means that an element is not discussed in this document. Name (links to 4.0) Also defined in Related HTML topics A 2.0, 3.2 Keyboard access, Links ABBR Acronyms and abbreviations ACRONYM Acronyms and abbreviations ADDRESS 2.0, 3.2 Metadata APPLET* 3.2 Applets and other objects AREA 3.2 Keyboard access, Images and image maps, B 2.0, 3.2 Text style, Emphasis BASE 2.0, 3.2 Links BASEFONT* 3.2 Fonts BDO N/A BIG 3.2 Text style BLOCKQUOTE 2.0, 3.2 Quotations, Text style BODY 2.0, 3.2 N/A BR 2.0, 3.2 Layout, positioning, and alignment BUTTON Keyboard access, Server-side image maps, Forms CAPTION 3.2 Tables CENTER* 3.2 Layout, positioning, and alignment CITE 2.0, 3.2 N/A CODE 2.0, 3.2 N/A COL Tables COLGROUP Tables DD 2.0, 3.2 Lists DEL N/A DFN 3.2 N/A DIR* 2.0, 3.2 N/A DIV 3.2 N/A DL 2.0, 3.2 Lists DT 2.0, 3.2 Lists EM 2.0, 3.2 Emphasis, Text style FIELDSET Grouping form controls FONT* 3.2 Fonts FORM 2.0, 3.2 Forms FRAME Frames FRAMESET Frames H1-H6 2.0, 3.2 Section headers HEAD 2.0, 3.2 N/A HR 2.0, 3.2 Rules and border, Section headers HTML 2.0, 3.2 N/A I 2.0, 3.2 Text style, Emphasis IFRAME Frames IMG 2.0, 3.2 List bullets, INPUT 2.0, 3.2 Images and image maps, Keyboard access, Layout, positioning, and alignment, Rules and borders INS N/A ISINDEX* 2.0, 3.2 N/A KBD 2.0, 3.2 N/A LABEL Keyboard access, Form labels LEGEND Keyboard access, LI 2.0, 3.2 Lists LINK 2.0, 3.2 Links, Metadata MAP 3.2 Images and image maps MENU* 2.0, 3.2 N/A META 2.0, 3.2 Metadata NOFRAMES Frames NOSCRIPT Scripts OBJECT Keyboard access, Images and image maps, Applets and other objects OL 2.0, 3.2 Lists OPTGROUP Forms OPTION 2.0, 3.2 Forms P 2.0, 3.2 N/A PARAM 3.2 N/A PRE 2.0, 3.2 Layout, positioning, and alignment, Text style Q Quotations S Text style SAMP 2.0, 3.2 N/A SCRIPT 3.2 (place-holder) Scripts SELECT 2.0, 3.2 Keyboard access, Forms SMALL 3.2 Text style SPAN N/A STRIKE* 3.2 Text style STRONG 2.0, 3.2 Emphasis, Text style STYLE 3.2 (place-holder) Keyboard access, SUB 3.2 N/A SUP 3.2 N/A TABLE 3.2 Tables TBODY Tables TD 3.2 Tables TEXTAREA 2.0, 3.2 Keyboard access, Forms TFOOT Tables TD 3.2 Tables TD 3.2 Tables THEAD Tables TITLE 2.0, 3.2 Metadata TR 3.2 Tables TT 2.0, 3.2 Text style U 3.2 Text style UL 2.0, 3.2 Lists VAR 2.0, 3.2 N/A 7.2 Attributes This index lists some attributes in HTML 4.0 that affect accessibility and what elements they apply to. Elements that are deprecated in HTML 4.0 ([HTML40]) are followed by an asterisk (*). Elements that are obsolete in HTML 4.0 or don't exist in a W3C specification of HTML (2.0, 3.2, 4.0) do not appear in this table. Attributes that apply to most elements of HTML 4.0 are indicated as such; please consult the HTML 4.0 specification for the exact list of elements with this attribute. Attributes that affect presentation, most of which are deprecated in HTML 4.0, are not are not listed in this table. Content developers should use style sheets instead of these attributes. Attributes that associate scripts with events are not are not listed in this table. Please see the section on device-independent event handlers for more detail. Name (links to HTML 4.0) Applies to elements Related HTML topics abbr TD, TH accesskey A, AREA, BUTTON, INPUT, LABEL, LEGEND, TEXTAREA alt APPLET*, AREA, IMG, INPUT axis TD, TH class Most elements for LABEL headers TD, TH hreflang A, LINK id Most elements lang Most elements longdesc IMG, FRAME, IFRAME name FRAME (and others) scope TD, TH style Most elements summary TABLE tabindex A, AREA, BUTTON, INPUT, OBJECT, SELECT, TEXTAREA title Most elements usemap IMG, INPUT, OBJECT _________________________________________________________________ [contents] [checkpoint map] [guidelines] [checklist]