Accessible Information Policy
Implementation Report (2014-15)
Trinity College Dublin, the University of Dublin
Report prepared by the Disability Service, May 2015
Table of Contents
1. Executive Summary………………………………………………………………………………………………………………………………..3
2. Report .......................................................................................................................................................... 4
2.1 Print Communication………………………………………………………………………………………………………………………..4
2.2 Web Accessibility ................................................................................................................................... 5
2.3 E-Learning…………………………………………………………………………………………………………………………………………6
2.4 Person to Person Communication…………………………………………………………………………………………………….9
2.5 Information Technology Procurement……………………………………………………………………………………………10
2.6 Organised Events……………………………………………………………………………………………………………………………11
2.7 Conclusions…………………………………………………………………………………………………………………………………….13
3. Appendices………………………………………………………………………………………………………………………………………….16
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1. Executive Summary
The Trinity Accessible Information Policy highlights Trinity’s requirements in relation to the Disability Act
(2005), the Universities Act (1997), the Employment Equality Act (1998, as amended) and the Equal Status
Acts (2000, as amended). Trinity’s Disability Service (DS) was delegated responsibility by the Provost when
the Disability Act 2005 applied to public bodies such as Trinity in 2007. Trinity’s Accessible Information
Policy addresses the following areas:

Print communication

College web accessibility

e-Learning accessibility

Person to person communication

Information Technology procurement

College organised events
The DS is responsible for reporting to the Equality Committee and Board on Trinity’s compliance with this
policy and this report details work undertaken in academic year 2014-15. The Trinity Audit Committee via
the College Risk Register continues to note non-compliance with this policy, stating:
1247.5.1 Non –compliance with the accessible information policy and legislative requirements and action
taken immediately
1247.6.1 Following the poor response to the Trinity Inclusive Curricula evaluation programme and ceasing
of funding, a Project sponsor, at a senior academic level, should be considered for future projects to
encourage buy in to the project to increase uptake in the initiative.
In addition the recent external Quality Review of the Disability Service raised significant concern in regard
to Disability policy and implementation and recommendation two in the review of the Disability Service
states:
Senior managers should support the DS by championing relevant disability related policies, including the
use of Blackboard VLE in advance of lectures, and where possible to provide notes or video capture of the
lectures. The College should ensure that all academic staff follow and abide by the Trinity Inclusive
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Curriculum (TIC). Robust implementation of disability policy – the reviewers consistently reference the
significant legal risks associated with the lack of consistency of application of these policies.
It is recommended that the Trinity Accessible Information Policy is consumed in the revised Trinity
Equality Policy along with a clear implementation plan with reporting annually from all areas (academic
and administrative) on progress through this key Trinity policy.
In addition this report focusses on the following areas in particular: print communication (2.1), web
accessibility (2.2), e-Learning accessibility (2.3), person to person communication (2.4), Information
Technology procurement (2.5) and college organised events (2.6). The report outlines the Disability
Service’s actions with regard to the Accessibility Information Policy and outlines the areas that require
increased college ownership.
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2. Trinity Disability Service - Accessible Information Policy
Implementation Report – Year 2014-15
This report highlights work undertaken by the Disability Service in academic year 2014-15 to the Equality
Committee with regard to the implementation of the Trinity Accessible Information Policy
(www.tcd.ie/about/policies/accessible-info-policy.php). This policy highlights Trinity’s requirements in
relation to the Disability Act (2005), the Universities Act (1997), the Employment Equality Act (1998 as
amended) and the Equal Status Acts (2000 as amended).
2.1 Print Communication
Section 28 of the Disability Act states:
Access to Information (Section 28 Disability Act)
"As far as practicable", such information is transmitted or published in a format that is compatible
with adaptive technologies used by visually impaired people.”
Activities:
a. Accessible Information Training:
In January 2015, the Disability Service ran a series of training events for the staff of Trinity in order to
communicate their responsibilities under the accessible information policy (appendix A – list of
attendees). The event was open to all staff and academics to attend and was publicized to all school
administrators/academic liaison officers and executive officers within administrative areas. The topics
covered included:
1. Microsoft Word 2010 & 2013
2. Microsoft PowerPoint 2010 & 2013
3. Adobe Acrobat Reader & Adobe Acrobat Professional
4. Web accessibility via Dreamweaver
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5. Accessible e-mail formats
6. Use of the TIC tool
7. Use of CAPSL/Disability Service online resources
The session focused on giving a basic understanding to university staff of their responsibilities with
regards to the provision of accessible information in both print and electronic format. Good practice was
demonstrated through examples, and formatting tools were demonstrated to highlight how quickly
information can be made accessible to all users without the need for advanced accessibility training.
In addition, the Trinity Inclusive Curriculum (TIC) self-assessment tool
http://www.tcd.ie/CAPSL/TIC/evaluation/ was demonstrated to support staff as an aid to identifying good
practice in the creation of print communication. Attendees were advised to engage with the tool and
promote it among their staff as a step to implementing the policy guidelines.
Actions: The Disability Service will continue to support end-users with advice and group training sessions to
ensure clear understanding on the creation of print communication. The Disability Service to engage with
CAPSL on identifying support and training avenues, and communicating to new academic staff their
responsibilities in relation to the accessible information policy.
2.2 Web accessibility
The accessible information policy states:
Trinity websites must meet a minimum of W3C Level 2 compliance in line with the Web
Accessibility guidelines (WCAG 1.0). (https://www.tcd.ie/about/policies/accessible-infopolicy.php)
The Trinity web office own and maintain web accessibility standards across the Trinity domain. This web
office provides advice on web design structure and the layout of content to authorised
departments/school web authors. The Trinity web accessibility policy sets out a commitment to meet
international WCAG standards to level 1, ensuring the below standards are maintained:
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a. Clear Navigation to ensure that all menu navigation can be read by screen readers and the first
link on a Trinity web page is a hidden link called skip to main content. Heading elements (H1, H2,
H3) etc. are used extensively throughout the website along with ‘skip links’ and ‘back to top’ links.
b. Tables’ attributes – Data tables to include summary attributes and are coded using Row and
Column titles.
c. Image’s identification - All images to use an ALT attribute or LONGDESC attribute.
d. Forms labelling - All forms to use labels and are explicitly linked to relevant input field
Action: The Disability Service to communicate the need on increasing WCAG standards to level 2
standard.
2.3 E-learning
The accessible information policy states:
All course management products such as WebCT, and course delivery mechanisms such as
podcasting and I-Tunes should be accessible to all users. Electronic eLearning materials (mainly
presented via the web) conform to the World Wide Web Consortium's W3C Web Content
Accessibility Guidelines and adhere to the principles of Universal Design.
(https://www.tcd.ie/about/policies/accessible-info-policy.php)
Activities:
In September 2014, Trinity launched their first online course: a postgraduate Diploma in Applied Social
Studies from the School of Social work. The course’s content is hosted solely online via Trinity VLE
platform – Blackboard. Online courses offer unique opportunities in terms of accessibility, and the
Disability Service in consultation with the School of Social Studies, undertook an audit to evaluate the
accessibility of the course.
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The three users who have a visual impairment evaluated the course with a variety of assistive technology
(AT):
 Student A uses assistive technology to invert colours and to perform low level magnification.
 Student B uses assistive technology to magnify the screen to a high level and uses audio
feedback to navigate information.
 Student C, a blind user, solely uses assistive technology screen-reading software to navigate the
site.
Each student met separately with the Disability Service assistive technology officer Andrew Costello for 12 hours and asked to interact with the course to complete the below tasks:
1. Login to blackboard
-
2. Find the appropriate module
3. Navigate to the introduction information
4. Navigate each session material
5. Interact with blogs
6. Interact with links
The WCAG 2.0 Checklist (appendix B) was used to mark the level of interaction and accessibility of the
course. The students marked the checklist against four major areas:
1.
Perceivable - Web content is available to the senses – sight, hearing and/touch.
2.
Operability – Interface controls and navigation are operable.
3.
Understandable content i.e. readable
4.
Robustness - Content can be used reliably by a wide range of agents including assistive
technologies.
Overall the feedback from the students on their interaction with the online course was positive. Users
with appropriate knowledge of keyboard shortcuts were able to identify the page layout and structure
and use the appropriate keystrokes shortcuts to interact in an efficient manner. In the above testing, the
Disability Service noted that the student must possess the necessary skill in the use of assistive computer
technologies to interact successfully with the container.
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Actions:
The following issues were identified by the participating students via the use of the graded WCAG
checklist:
1.2.2 Synchronised caption are provided for no-live, web based video - At present there are no
captions available for the multimedia content within this course.
Action: Disability Service recommends such content to be made fully accessible with the use of
online tools or an external provide at low cost - http://www.3playmedia.com/
1.2.3 The reading and navigation order is logical and intuitive – Student C commented on the
difficulty in identifying a clear and usable pathways to the content. With testing, this was
achievable but the student questioned whether a user with poor screen-reader (JAWS/NVDA)
ability would be able to navigate in a similar manner.
Action: The Disability Service recommends a list of keyboard shortcuts to be made available by the
Centre for Academic Practices and eLearning (CAPSL) to the user via the help area
1.4.4 The page is readable and functional when text size is doubled – Student A reported
difficulty in visually making out text when it is enlarged. It becomes blurred and difficult to read
slowing the user down in their interaction with page.
Action: The Disability Service recommends that CAPSL to investigate with Blackboard.
2.1.2 No keyboard trap – Keyboard focus is never locked in one page element. The user can
navigate to all navigable pages elements. Student B was unable to move keyboard focus from the
side navigation to the main content in a usable manner. With time and support the user was able
to accomplish such tasks but needed assistance to identify the page layout.
Action: The Disability Service recommends a list of keyboard shortcuts to be made available by
CAPSL to the user via the help area.
2.4.1 A link is provided to skip navigation and other page elements that are repeated across the
web page - Student C was unable to locate a tag element to enable the student to skip to the main
content of the page and avoid the unnecessary Document Object Model (DOM) interaction.
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Action: The Disability Service recommends a list of keyboard shortcuts to be made available by
CAPSL to the user via the help area
2.4.7 It is not visibly apparent which page element has the current keyboard focus (i.e. as you
tab through the page) - Students A and C highlighted the issues of been unable to identify
keyboard ‘quick links’ and ‘refresh’ functionality. The users were unsure of their location on the
course and it caused confusion in the navigation of the site.
Action: The Disability Service recommends a list of keyboard shortcuts to be me made available by
CAPSL to the user via the help functionality.
Inaccessible information – All participants emphasised the need to ensure that material uploaded
to the course is accessible. They commented on the poor Pdf and word documentation design,
without correct navigation or use of Optical Character Recognition (OCR) the document is
inaccessible and unusable to users of AT.
Action: The Disability Service recommends that course designers are made aware by CAPSL
accessible information guidelines. The Disability Service to work with CAPSL to improve navigation
and awareness of designing documents in universal as per the online resources hosted at http://www.tcd.ie/CAPSL/TIC/accessible-info/ .
2.4 Person to person Communication
The accessible information policy states:
Trinity will ensure that information will be provided in an accessible manner when speaking to a
person with a hearing impairment (https://www.tcd.ie/about/policies/accessible-info-policy.php)
Activities:
In July 2014 all portable loop systems within all administrative areas were serviced and checked for use by
the Disability Service. These devices provide a vital link for staff and students who are hard of hearing.
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Such devices amplify a conversation on a student’s hearing aid. Locations of such devices have been
added to the universities online maps at http://www.tcd.ie/Maps/map.php
Guidelines for working with Irish Sign Language Interpreters (ISL) continued to be piloted in 2014-15.
These guidelines outline how to support deaf staff, students and visitors when they require an ISL
interpreter explain how to book this service, and who will cover the costs of such a service http://www.tcd.ie/disability/assets/doc/pdf/ISL%20provision%20document%20-%202012-2015.pdf
Action: The Disability Service to monitor and support the use of portable loop system within Trinity.
2.5 Information Technology Procurement
The accessible information policy states:
To ensure Trinity makes technology accessible to all, the Trinity Procurement procedures states
‘Tenderers are expected to be compliant with all statutory requirements, for example, Disability
Act 2005. (https://www.tcd.ie/about/policies/accessible-info-policy.php)
Activities:
The universities procurement procedure was amended in 2010-11 to ensure that all procured goods are
compliant with the Disability Act 2005 (and the Trinity Accessible Information Policy). The Disability
Service communicated with the Procurement Office in academic year 2013-14 on a lack of awareness of
staff on their responsibilities to ensure goods and services procured via a request for tender process (RTF)
were accessible and compliant with the accessible information policy. Good practice guidelines provided
by the Disability Service were posted to the procurement website in the academic year 13-14 to advise
staff on their responsibilities in relation to ensuring their product or service required is accessible for all.
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Following on from this work, the Procurement Office engaged in a revised RTF procedure to revise this
process in order to ensure all aspects of Trinity policy were accounted for. The Disability Service proposed
sample text on the area of accessibility to the Procurement Office under three main headings in-line with
good practice and guidelines produced by the National Disability Authority (see appendix C).
The Disability Service requested feedback on the above procedure in March 2015. Ben Hartnett (Trinity
Procurement officer) replied advising that Trinity had been recently made aware that all such requests for
a tendering process will be transferred out of Trinity’s procurement office to a centralised office of
Government Procurement ( only capital expenditure would remain with Trinity). The Disability service
met with Ben on this matter in April 2015 to request how accessibility and the implementation of the
Accessible information policy guidelines would be a part of this new procedure.
Actions: Trinity procurement office to advise on the new revised request for Tender process and how the
agreed accessible procurement principles will be assessed under a national structure.
2.6 Trinity Organised Events
The accessible information policy states:
All Trinity events should be accessible to all possible attendees and every effort should be made to
ensure accessibility features are considered. . (https://www.Tcd.ie/about/policies/accessible-infopolicy.php).
Access to Services (Disability Act - Section 26)
(a) "Where practical and appropriate", ensure that the provision of access to the service by persons
with disabilities is integrated.
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(B) "Where practical and appropriate", provide assistance, if requested, to persons with disabilities
in assessing the services”
(http://www.irishstatutebook.ie/2005/en/act/pub/0014/sec0026.html)
The accessible information policy provides clear guidance for all Trinity organizers of events to ensure
accessibility is taken into account as part of the planning of such events. These guidelines have been
included in the TCD communication office guide on organizing events, see: Communications Office guide
on organizing events . Disability Specific guidance has been added to the Disability Service web page to
give added information on ensuring event organizers understand all disability requirements.
Due to the high number of events (which includes Trinity Committee meetings), and multiple organizers
these guidelines are not always adhered to, leading to some complaints from disabled persons that
accessibility was not considered. Trinity has a responsibility to ensure organizers of university events are
aware of the importance of ensuring accessibility to their event
Issues outstanding:
The Disability Service notes there is no one central booking system in Trinity for booking rooms and no
one central systems. Information on accessibility of venues is publically available but organisers are not
being pro-active in ensuring accessibility leaving themselves open to complaints.
Actions: The Disability Service recommends that organisers must verify their event location booking
meets good practice guidelines for organising university events as outlined in the Accessible Information
Policy: https://www.Tcd.ie/about/policies/accessible-info-policy.php#events
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2.7 Conclusions
The Disability Service sets out six different. Listed are areas that the Disability Service will continue to
monitor in order for the policy to be successfully implemented in academic year 2015-2016.
Print Communication:
The Disability Service to support requested site visits, training and remote support on accessibly
queries, and on the creation of print communication that ensures compliance with university
policy as provided by the Disability Service.
The Disability Service to promote the use of the online resources and online self-evaluation TIC
tool upon request as they provide a ready-to-use resource on the creation of accessible print
content via staff training events.
Trinity Websites
Trinity web office to ensure that all university websites administrators (Web-authors) adhere to
Web Content Accessibility Guidelines (WCAG) and Trinity web accessibility policy as set down by
the policy. .
E-Learning
The Disability to work with CAPSL on the development of training resource embedded into
Blackboard to assist in the creation of accessible content for course developers.
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CAPSL to promote and support the use of alternative formats audio/multimedia for use on
Blackboard. The use of such formats allows for a more usable platform and gives alternative
methods for students to access information.
Person to Person Communication:
The Disability Service to continue to train and advise staff in the use and position of portable loops
systems available in Trinity administrative offices.
Information Technology Procurement
The Procurement Office to communicate a clear procurement accessible request for tender
process.
Trinity Organized Events and activities
The Disability recommends a clear campus wide communication to admin/academic areas in
Trinity to engage with clear information available on the communication office website ensuring
all events are accessible and comply with Trinity guidelines.
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Accessible Information report 2014-2015: Appendices
Appendix A- List of Attendees to the accessible information training – January
2015, Berkley Library Training rooms
1 .Sheila Nesbit - Student Counselling
12. Christina Reynolds – Human Res
2. Deirdre Flanagan – Accommodation office
13. Kathleen Reynolds - Exams office
3. Jacinta Jardine - Student Counselling
14. Kevin O Connor – CAPSL
4. Conor Rapple - IS Services
15. Catherine Kane – CAPSL
5. Susan McCormack- Secretaries office
16. Megan Pittman – IS Services
6. Aoife Crawford - Irish language Office
17. Fiona Logan – IADT
7. Yvonne Howell - School of Dental science
18. Helen Farrelly –School of Dental SCi
8. Rosemarie Power - School of Computer Science 19. Aiden Woods – School of Ecumenics
9. Jean Maypother - School of Computer Science
20.Sarah Power – Exams office
10. Julia Whittredge - School of English
11. Gráinne Curistan - Global relations
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Appendix B
WCAG 2.0 Checklist
Perceivable
Web content is made available to the senses - sight, hearing, and/or touch
Guideline 1.1
Text Alternatives: Provide text alternatives for any non-text content
Success
Criteria
Recommendations
All images, form image buttons, and image map hot spots have appropriate,
equivalent alternative text.
Images that do not convey content, are decorative, or with content that is already
conveyed in text are given null alt text (alt="") or implemented as CSS backgrounds. All
linked images
1.1.1 Nontext Content
(Level A)
have descriptive alternative text.
Equivalent alternatives to complex images are provided in context or on a separate (linked
and/or referenced via longdesc) page.
Form buttons have a descriptive value.
Form inputs have associated text labels.
Embedded multimedia is identified via accessible text.
Frames are appropriately titl
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Guideline 1.2
Time-based Media: Provide alternatives for time-based media
NOTE: If the audio or video is designated as an alternative to web content (e.g., an audio or sign language version of
a web page, for example), then the web content itself serves as the alternative.
Success Criteria
1.2.1 Prerecorded Audioonly and Video-only
(Level A)
1.2.2 Captions (Prerecorded)
(Level A)
1.2.3 Audio Description or
Media Alternative
(Prerecorded)
Recommendations
A descriptive text transcript (including all relevant visual and auditory
clues and indicators) is provided for non-live, web-based audio (audio
podcasts, MP3 files, etc.).
A text or audio description is provided for non-live, web-based video-only
(e.g., video that has no audio track).
Synchronized captions are provided for non-live, web-based video
(YouTube videos, etc.)
A descriptive text transcript OR audio description audio track is provided
for non-live, web-based video
(Level A)
1.2.4 Captions (Live)
(Level AA)
Synchronized captions are provided for all live multimedia that contains
audio (audio-only broadcasts, web casts, video conferences, Flash
animations, etc.)
1.2.5 Audio Description
(Prerecorded)
(Level AA)
Audio descriptions are provided for all video content
NOTE: Only required if the video conveys content visually that is not
available in the default audio track.
1.2.6 Sign Language
(Prerecorded)
(Level AAA)
A sign language video is provided for all media content that contains
audio.
1.2.7 Extended Audio
Description (Prerecorded)
(Level AAA)
When an audio description track cannot be added to video due to audio
timing (e.g., no pauses in the audio), an alternative version of the video
with pauses that allow audio descriptions is provided.
1.2.8 Media Alternative
(Prerecorded)
(Level AAA)
1.2.9 Audio-only (Live)
(Level AAA)
A descriptive text transcript is provided for all pre-recorded media
that has a video track.
A descriptive text transcript (e.g., the script of the live audio) is provided
for all live content that has audio.
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Guideline 1.3
Adaptable: Create content that can be presented in different ways (e.g., simpler layout)
without losing information or structure
Success Criteria
Recommendations
Semantic markup is used to designate headings (<h1>), lists (<ul>, <ol>, and <dl>),
emphasized or special text (<strong>, <code>, <abbr>, <blockquote>, for example),
etc. Semantic markup is used appropriately.
1.3.1 Info and
Relationships
(Level A)
1.3.2 Meaningful
Sequence
(Level A)
1.3.3 Sensory
Characteristics
(Level A)
Tables are used for tabular data. Headings, where necessary, are used to associate
data cells with headers. Data table captions and summaries are used where
appropriate.
Text labels are associated with form input elements. Related form elements are
grouped with fieldset/legend.
The reading and navigation order (determined by code order) is logical and intuitive.
Instructions do not rely upon shape, size, or visual location (e.g., "Click the square
icon to continue" or "Instructions are in the right-hand column").
Instructions do not rely upon sound (e.g., "A beeping sound indicates you may
continue.").
Guideline 1.4
Distinguishable: Make it easier for users to see and hear content including separating
foreground from background
Success Criteria
1.4.1 Use of Color
(Level A)
Recommendations
Color is not used as the sole method of conveying content or distinguishing visual
elements.
Color alone is not used to distinguish links from surrounding text unless the
luminance contrast between the link and the surrounding text is at least 3:1 and an
additional differentiation (e.g., it becomes underlined) is provided when the link is
hovered over or receives focus.
1.4.2 Audio
Control
(Level A)
A mechanism is provided to stop, pause, mute, or adjust volume for audio that
automatically plays on a page for more than 3 seconds.
1.4.3 Contrast
(Minimum)
(Level AA)
Text and images of text have a contrast ratio of at least 4.5:1.
Large text (over 18 point or 14 point bold) has a contrast ratio of at least 3:1
1.4.4 Resize text
(Level AA)
The page is readable and functional when the text size is doubled.
1.4.5 Images of
Text
(Level AA)
If the same visual presentation can be made using text alone, an image is not used to
present that text.
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1.4.6 Contrast
(Enhanced)
(Level AAA)
1.4.7 Low or No
Background Audio
(Level AAA)
1.4.8 Visual
Presentation
(Level AAA)
1.4.9 Images of
Text (No
Exception)
(Level AAA)
Text and images of text have a contrast ratio of at least 7:1.
Large text (over 18 point or 14 point bold) has a contrast ratio of at least 4.5:1
Audio of speech has no or very low background noise so the speech is easily
distinguished.
Blocks of text over one sentence in length:
Are no more than 80 characters wide.
Are NOT fully justified (aligned to both the left and the right margins).
Have adequate line spacing (at least 1/2 the height of the text) and paragraph
spacing (1.5 times line spacing).
Have a specified foreground and background color. These can be applied to
specific elements or to the page as a whole using CSS (and thus inherited by all.
Text is used within an image only for decoration (image does not convey content) OR
when the information cannot be presented with text alone.
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Operable
Interface forms, controls, and navigation are operable
Guideline 2.1
Keyboard Accessible: Make all functionality available from a keyboard
Success Criteria
Recommendations
2.1.1 Keyboard
(Level A)
All page functionality is available using the keyboard, unless the functionality cannot
be accomplished in any known way using a keyboard (e.g., free hand drawing).
Page-specified shortcut keys and accesskeys (accesskey should typically be avoided)
do not conflict with existing browser and screen reader shortcuts.
2.1.2 No Keyboard
Trap
(Level A)
Keyboard focus is never locked or trapped at one particular page element. The user
can navigate to and from all navigable page elements.
2.1.3 Keyboard (No
Exception)
(Level AAA)
All page functionality is available using the keyboard.
Guideline 2.2
Enough Time: Provide users enough time to read and use content
Success Criteria
2.2.1 Timing
Adjustable
(Level A)
2.2.2 Pause,
Stop, Hide
(Level A)
2.2.3 No Timing
(Level AAA)
Recommendations
If a page or application has a time limit, the user is given options to turn off, adjust, or
extend that time limit. This is not a requirement for real-time events (e.g., an auction),
where the time limit is absolutely required, or if the time limit is longer than 20 hours.
Automatically moving, blinking, or scrolling content that lasts longer than 5 seconds
can be paused, stopped, or hidden by the user. Moving, blinking, or scrolling can be
used to draw attention to or highlight content as long as it lasts less than 5 seconds.
Automatically updating content (e.g., automatically redirecting or refreshing a page, a
news ticker, AJAX updated field, a notification alert, etc.) can be paused, stopped, or
hidden by the user or the user can manually control the timing of the updates.
The content and functionality has no time limits or constraints.
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2.2.4
Interruptions
(Level AAA)
2.2.5 Reauthenticating
(Level AAA)
Interruptions (alerts, page updates, etc.) can be postponed or suppressed by the user.
If an authentication session expires, the user can re-authenticate and continue the
activity without losing any data from the current page.
Guideline 2.3
Seizures: Do not design content in a way that is known to cause seizures
Success Criteria
Recommendations
2.3.1 Three Flashes
or Below Threshold
(Level A)
No page content flashes more than 3 times per second unless that flashing content is
sufficiently small and the flashes are of low contrast and do not contain too much
red. (See general flash and red flash thresholds)
2.3.2 Three Flashes
(Level AAA)
No page content flashes more than 3 times per second.
Guideline 2.4
Navigable: Provide ways to help users navigate, find content, and determine where they
are
Success Criteria
Recommendations
A link is provided to skip navigation and other page elements that are repeated across
web pages.
2.4.1 Bypass
Blocks
(Level A)
2.4.2 Page
Titled
(Level A)
2.4.3 Focus
Order
(Level A)
2.4.4 Link
Purpose (In
Context)
(Level A)
If a page has a proper heading structure, this may be considered a sufficient technique
instead of a "Skip to main content" link. Note that navigating by headings is not yet
supported in all browsers.
If a page uses frames and the frames are appropriately titled, this is a sufficient
technique for bypassing individual frames.
The web page has a descriptive and informative page title.
The navigation order of links, form elements, etc. is logical and intuitive.
The purpose of each link (or form image button or image map hotspot) can be
determined from the link text alone, or from the link text and it's context (e.g.,
surrounding paragraph, list item, table cell, or table headers).
Links (or form image buttons) with the same text that go to different locations are readily
distinguishable.
2.4.5 Multiple
Ways
(Level AA)
Multiple ways are available to find other web pages on the site - at least two of: a list of
related pages, table of contents, site map, site search, or list of all available web pages.
2.4.6 Headings
and Labels
(Level AA)
Page headings and labels for form and interactive controls are informative. Avoid
duplicating heading (e.g., "More Details") or label text (e.g., "First Name") unless the
structure provides adequate differentiation between them.
2.4.7 Focus
Visible
(Level AA)
It is visually apparent which page element has the current keyboard focus (i.e., as you tab
through the page, you can see where you are).
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2.4.8 Location
(Level AAA)
If a web page is part of a sequence of pages or within a complex site structure, an
indication of the current page location is provided, for example, through breadcrumbs or
specifying the current step in a sequence (e.g., "Step 2 of 5 - Shipping Address").
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2.4.9 Link
Purpose (Link
Only)
(Level AAA)
2.4.10 Section
Headings
(Level AAA)
The purpose of each link (or form image button or image map hotspot) can be
determined from the link text alone.
There are no links (or form image buttons) with the same text that go to different
locations.
Beyond providing an overall document structure, individual sections of content are
designated using headings, where appropriate.
Understandable
Content and interface are understandable
Guideline 3.1
Readable: Make text content readable and understandable
Success Criteria
3.1.1 Language
of Page
(Level A)
3.1.2 Language
of Parts
(Level AA)
Recommendations
The language of the page is identified using the HTML lang attribute (<html lang="en">,
for example).
When appropriate, the language of sections of content that are a different language are
identified, for example, by using the lang attribute (<blockquote lang="es")>
3.1.3 Unusual
Words
(Level AAA)
Words that may be ambiguous, unknown, or used in a very specific way are defined
through adjacent text, a definition list, a glossary, or other suitable method.
3.1.4
Abbreviations
(Level AAA)
Expansions for abbreviations are provided by expanding or explaining the definition the
first time it is used, using the <abbr> element, or linking to a definition or glossary.
NOTE: WCAG 2.0 gives no exception for regularly understood abbreviations (e.g.,
"HTML" on a web design site must always be expanded).
3.1.5 Reading
Level
(Level AAA)
A more understandable alternative is provided for content that is more advanced than
can be reasonably read by a person with roughly 9 years of primary education.
3.1.6
Pronunciation
(Level AAA)
If the pronunciation of a word is vital to understanding that word, its pronunciation is
provided immediately following the word or via a link or glossary.
Guideline 3.2
Predictable: Make Web pages appear and operate in predictable ways
Success Criteria
3.2.1 On Focus
(Level A)
3.2.2 On Input
(Level A)
Recommendations
When a page element receives focus, it does not result in a substantial change to the
page, the spawning of a pop-up window, an additional change of keyboard focus, or
any other change that could confuse or disorient the user.
When a user inputs information or interacts with a control, it does not result in a
substantial change to the page, the spawning of a pop-up window, an additional
change of keyboard focus, or any other change that could confuse or disorient the user
unless the user is informed of the change ahead of time.
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3.2.3 Consistent
Navigation
(Level AA)
Navigation links that are repeated on web pages do not change order when navigating
through the site.
26
3.2.4 Consistent
Identification
(Level AA)
Elements that have the same functionality across multiple web pages are consistently
identified. For example, a search box at the top of the site should always be labeled the
same way.
3.2.5 Change on
Request
(Level AAA)
Substantial changes to the page, the spawning of pop-up windows, uncontrolled
changes of keyboard focus, or any other change that could confuse or disorient the user
must be initiated by the user. Alternatively, the user is provided an option to disable
such changes.
Guideline 3.3
Input Assistance: Help users avoid and correct mistakes
Success Criteria
3.3.1 Error
Identification
(Level A)
Recommendations
Required form elements or form elements that require a specific format, value, or
length provide this information within the element's label.
If utilized, form validation cues and errors (client-side or server-side) alert users to
errors in an efficient, intuitive, and accessible manner. The error is clearly
identified, quick access to the problematic element is provided, and user is allowed
to easily fix the error and resubmit the form.
3.3.2 Labels or
Instructions
(Level A)
Sufficient labels, cues, and instructions for required interactive elements are
provided via instructions, examples, properly positioned form labels, and/or
fieldsets/legends.
3.3.3 Error
Suggestion
(Level AA)
If an input error is detected (via client-side or server-side validation), provide
suggestions for fixing the input in a timely and accessible manner.
3.3.4 Error
Prevention (Legal,
Financial, Data)
(Level AA)
If the user can change or delete legal, financial, or test data, the changes/deletions
are reversible, verified, or confirmed.
3.3.5 Help
(Level AAA)
Provide instructions and cues in context to help in form completion and
submission.
3.3.6 Error
Prevention (All)
(Level AAA)
If the user can submit information, the submission is reversible, verified, or
confirmed.
Robust
Content can be used reliably by a wide variety of user agents,
including assistive technologies
Guideline 4.1
Compatible: Maximize compatibility with current and future user
agents, including assistive technologies
Success
Criteria
Recommendations
4.1.1 Parsing
(Level A)
Significant HTML/XHTML validation/parsing errors are avoided.
4.1.2 Name,
Role, Value
(Level A)
Markup is used in a way that facilitates accessibility. This includes following the
HTML/XHTML specifications and using forms, form labels, frame titles, etc.
appropriately.
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Appendix C
Procurement Accessible Guidelines –
Development on a request for tender (RTF) sample text were proposed to the Procurement
Office below, under three main headings, in-line with good practice and guidelines produced
by the National Disability Authority:
--------------------------------------------------------------------------------------------1. Development process:
Design and implementation should be carried out in accordance with an inclusive, usercentred process, based on Universal Design principles.
Tenders should outline the main features of this process, such as:
•
How user requirements including the specific needs of people with disabilities will be
gathered and used.
•
How user needs will be identified and taken into account.
•
Methods of consultation with users, including people with disabilities or their
representatives.
2. Quality assurance of the product or service
Prior to delivery of the <procured item> should be tested or otherwise evaluated for usability
and accessibility as part of the quality assurance process.
Tenders should outline the main evaluation methods to been used, such as:
•
Accessibility audit carried out by an accessibility expert - Please state the credentials of
the expert who will carry out the audit.
•
User testing by representative users, including users with disabilities - Please describe
the test environment, procedures and user group characteristics.
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3. Training of product or service
The successful tenderer will be required to provide any training necessary to enable staff to
maintain the accessibility of the product and its information content. If any such training is
necessary, tenders should include proposals and plans for this training.
---------------------------------------------------------------------------------------------------
Further text was provided for any introductory text:
The increasing use of technology presents remarkable opportunities for all people; however
information technology presents new accessibility challenges to those who have sensory,
mobility, learning, and other disabilities.
To ensure a product or service is compliant with both Trinity and national tendering policy the
procurement must fulfil the following criteria at the tendering stage:
•
Be technically accessible, in that it is possible for all users to access all information and
functionality;
•
Be equally usable and universal in design, in that it is not prohibitively difficult or time
consuming for users with disabilities to carry out normal tasks;
•
Be capable were applicable of being adapted or configured by individual users to meet
their specific needs and preferences;
•
Be capable were applicable of interfacing with appropriate, widely available assistive
technologies employed by users
29