Overview and Status of LibreOffice Accessibility (LibreOffice Conference 2014)
Accessibility Overview
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Transcript of Accessibility Overview
Li Reilly
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Accessibility Overview
----Please Review Slide Notes---
Frank [email protected] ArchitectConsulting Group
• About Me
• Major Categories of Disabilities
• Statistics
• Laws and Standards
• WCAG 2.0
• Principles of Accessible Design
• Accessible Design
• Closed Captioning
• Well Formed & Accessible HTML
Overview• Rich Internet Applications
• How is Web Accessibility Evaluated
• Testing and Validation Tools
• Screen Reader Statistics
• Alternative Approaches
• Last Resort Approach
• Authoring Tool Accessibility
• APIP & QTI
● Visual○ Blindness○ Color-blindness○ Low vision - refers to individuals who have enough sight to use a visual browser, but who
may need to enlarge text or use special high-contrast font and color settings in order to access online information.
● Hearing○ Deafness and hard-of-hearing
● Motor/Ambulatory/Self-care○ Slow response time, limited fine motor control, difficulty walking or climbing stairs, bathing
or dressing● Learning/Cognitive
○ Learning disabilities, distractibility, inability to remember or focus on large amounts of information
Major Categories of Disabilities We’ll Cover
For more Detail Read the Individuals with Disabilities Education Act (IDEA)
Americans With Disabilities: 2010
Of the 62.2 million children under the age of 15, about 5.2 million or 8.4 percent had some kind of disability. Half of which were classified with severe disabilities.
Among children aged 6 to 14, 4.5 million children (12.2 percent) in this age group had a disability. Roughly 5.3 percent had a severe disability and 0.8 percent needed assistance with one or more assisted learning device.
American Printing House for the Blind, 2014 Annual Report
Total number of students through age 21 with Vision Loss: 60,393
By reporting agency● Reported by state departments of education: 50,205 (83.1%)● Reported by residential schools for the blind: 5,133 (8.5%)● Reported by rehabilitation programs: 3,661 (6.1%)● Reported by multiple disability programs: 1,394 (2.3%)
Statistics
Disability Statistics, American Community Survey (2012)
The number of non-institutionalized males or females, ages 4 and under through 20, all races, regardless of ethnicity, with all education levels in the United States who reported a visual disability in 2012.
Total: 659,700
Blindness among adults (2012)
The number of non-institutionalized, male or female, ages 16 through 75+, all races, regardless of ethnicity, with all education levels in the United States reported to have a visual disability in 2012.
Total (all ages): 6,670,300Total (16 to 75+): 6,211,700Age 18 to 64: 3,412,900Age 65 and older: 2,724,600
Statistics
Basic Facts About Hearing Loss
About 20 percent of adults in the United States, 48 million, report some degree of hearing loss.● 60 percent of the people with hearing loss are either in the workforce or in educational settings.● About 2-3 of every 1,000 children are hard of hearing or deaf● Estimated that 30 school children per 1,000 have a hearing loss.
Statistics
● Section 504 of the Rehabilitation Act of 1973○ Accessible format in a timely manner
● The Americans with Disabilities Act (ADA) of 1990
● Section 508 (2000) Information Technology Accessibility Standards○ 14 requirements (based on Priority 1 requirements of WCAG 1.0)
● W3C Web Content Accessibility Guidelines 1.0 (1999)○ 14 Guidelines○ 65 Checkpoints (16 P1, 30 P2, 19 P3)
● W3C Web Content Accessibility Guidelines 2.0○ 4 Principles○ 12 Guidelines○ 61 Success Criteria (26 level A, 13 level AA, 22 level AAA)
Section 508 defines accessibility as access to and use of information and data that is comparable to the access to and use of the information and data by those who are not individuals with disabilities.Although Section 508 addresses the accessibility of information technology by people with disabilities, it is no guarantee of practical usability by them. While usability is not mandated by federal regulations, it has become a best practice in government and industry.
Laws and Standards
● Principles - Four principles that provide the foundation for Web accessibility: perceivable, operable, understandable, and robust.
● Guidelines - Under the principles are guidelines. The 12 guidelines provide the basic goals that authors should work toward in order to make content more accessible to users with different disabilities. The guidelines are not testable, but provide the framework and overall objectives to help authors understand the success criteria and better implement the techniques.
● Success Criteria - For each guideline, testable success criteria are provided to allow WCAG 2.0 to be used where requirements and conformance testing are necessary such as in design specification, purchasing, regulation, and contractual agreements. In order to meet the needs of different groups and different situations, three levels of conformance are defined: A (lowest), AA, and AAA (highest).
● Sufficient and Advisory Techniques - For each of the guidelines and success criteria in the WCAG 2.0 document itself, the working group has also documented a wide variety of techniques. The techniques are informative and fall into two categories: those that are sufficient for meeting the success criteria and those that are advisory. The advisory techniques go beyond what is required by the individual success criteria and allow authors to better address the guidelines.
● In order to meet the needs of different groups and different situations, three levels of conformance are defined: A (lowest), AA, and AAA (highest).
WCAG 2.0 Layers of Guidance
Perceivable - Available to the senses (vision and hearing primarily) either through the browser or assistive technologies (e.g. screen readers, screen enlargers, etc.)Operable: Users can interact with all controls and interactive elements using either the mouse, keyboard, or an assistive deviceUnderstandable: Content is clear and limits confusion and ambiguityRobust: A wide range of technologies (including old and new user agents and assistive technologies) can access the content
Four Principles of WCAG - POUR
Guideline 1.2 Time-based Media: Provide alternatives for time-based media.1.2.1 Audio-only and Video-only (Prerecorded): For prerecorded audio-only and prerecorded video-only media, the following are true, except when the audio or video is a media alternative for text and is clearly labeled as such: (Level A)
Prerecorded Audio-only: An alternative for time-based media is provided that presents equivalent information for prerecorded audio-only content.Prerecorded Video-only: Either an alternative for time-based media or an audio track is provided that presents equivalent information for prerecorded video-only content.
1.2.2 Captions (Prerecorded): Captions are provided for all prerecorded audio content in synchronized media, except when the media is a media alternative for text and is clearly labeled as such. (Level A)1.2.3 Audio Description or Media Alternative (Prerecorded): An alternative for time-based media or audio description of the prerecorded video content is provided for synchronized media, except when the media is a media alternative for text and is clearly labeled as such. (Level A)
All Guidelines include a “How To Meet” (i.e. Success Criteria and Techniques) and “Understanding…” (i.e. Examples and Benefits) supplemental documentation.
WCAG Guideline - Example
Applying accessibility techniques to an unusable site is like putting lipstick on a pig. No matter how much you apply, it will always be a pig.
No amount of technical accessibility can fix something that is not useful or usable. Often the approach to poor usability is to throw more accessibility code at a site. Technical guidelines and solutions are used to attempt fixes for non-technical problems. The POUR principles are applied before considering usefulness and usability. And worse, poor usability is sometimes justified by declaring, “But it’s compliant!”
Accessibility Lipstick on a Usability Pig
Types of accessibility lipstick commonly applied to usability pigs:
● Off-screen explanations or ARIA labels so a screen reader user might make sense of an overly complex form.
● Tabindex and keyboard interaction detection on <div> or <span> elements instead of using standard buttons or links.
● Custom widgets when native controls provide the same or sufficient functionality.
● Headers and id to markup a data table that is so complex a screen reader user is unlikely to ever comprehend it.
● Text-only or screen reader versions.
● In-page text resizing widget because a page does not support user-increased text sizes.
Many accessibility techniques can be avoided by considering usability first. Does the site make sense? Is it easy to use? Is it presented in a logical manner? Are the interactions standard and intuitive? Is the content useful and clearly written? Does the design enhance or detract from the core content and functionality? The answers to these questions affect both usability and accessibility for everyone, regardless of disability. When designed or restructured for optimal usability for everyone, accessibility then becomes much easier, and is often found to have been addressed entirely in the usability fixes.
DESIGN
● Provides Alternate Text (e.g. Embedded images)● Provides Appropriate Document Structure● Provides Headers for data tables● Ensure users can complete and submit all forms● Ensure links make sense out of context (e.g. Return to Home instead of CLICK HERE )● Captions and/or provide transcripts for media (e.g. Video & Embedded Audio)● Ensure accessibility of non-HTML content (e.g. PDFs, Word Documents, PowerPoint, Flash)● Allow users to skip repetitive elements on a page (e.g. Skip Menu Navigation)● Do not rely on color alone to convey meaning● Make sure content is clearly written and easy to read● Make Javascript accessible (e.g onmouseover should have onfocus)
Principles of Accessible Design & Development - Usability
● Cover your eyes and use assistive technology (e.g. JAWS screen reader), are you not only being presented the same information BUT ALSO having a similar experience. (What if you were colorblind?)
● Cover your ears, are you not only seeing the same information BUT ALSO being prompted by the system in the same way.
● Navigate without your mouse, are you able to smoothly progress through the system and accomplish the same goals.
Accessible Design
Click the Green Circle….
Font Selection, Font Size & Font Movement
“Ems” (em): The “em” is a scalable unit that is used in web document media. An em is equal to the current font-size, for instance, if the font-size of the document is 12pt, 1em is equal to 12pt. Percent (%): The percent unit is much like the “em” unit, save for a few fundamental differences. First and foremost, the current font-size is equal to 100% (i.e. 12pt = 100%). While using the percent unit, your text remains fully scalable for mobile devices and for accessibility.VSPixels (px): Pixels are fixed-size units that are used in screen media (i.e. to be read on the computer screen). One pixel is equal to one dot on the computer screen (the smallest division of your screen’s resolution). Many web designers use pixel units in web documents in order to produce a pixel-perfect representation of their site as it is rendered in the browser. One problem with the pixel unit is that it does not scale upward for visually-impaired readers or downward to fit mobile devices.Points (pt): Points are traditionally used in print media (anything that is to be printed on paper, etc.). One point is equal to 1/72 of an inch. Points are much like pixels, in that they are fixed-size units and cannot scale in size.
Font Size - Relative Units vs Absolute Units
Normal browser font size is typically 12pt.
Large text is 1.2em BOLD (i.e. 14pt).
Large text is 1.4em NOT BOLD (i.e. 18pt).
Font Size - Relative Units vs Absolute Units
SC 1.4.4 Resize Text:Except for captions and images of text, text can be resized without assistive technology up to 200 percent without loss of content or functionality. (Level AA)
These users often employ the following assistive technologies, or use the following technologies in an assistive manner:
● special software, including keyboard emulators, sticky keys and predictive text systems
● voice recognition software
● mouth wands, or other means of using head movements to register commands
● touch and tap pads and switches
● eye tracking software
The following accessibility features, or ways of coding, assist the above technologies:
● ability to arrow or tab through pages and all components of a page that a user might click on with a mouse
● less content on each page
● no timed responses, ability to pause and replay content
● no activities which focus on very exact positioning or repositioning of objects on the screen.
● “back to top” links
● drop down menus navigate-able with keyboard
● multiple forms of navigation
● Buttons that are not unreasonably small
Accessibility for Individuals with a Motor Disability
CLOSED CAPTIONING
● SubRip WebSRT (.srt) renamed WebVTT (WHATWG)○ Desktop (Chrome 23+, Firefox 31+, Internet Explore 10.0, Opera
12.10, Safari 6)○ Mobile (Chrome 4.4, Opera 21, Safari 7)
● Timed Text Markup Language (W3C)
Closed Captioning
WEBVTT TTML
WebVTT: IE 10+, Chrome, Safari,Opera, Firefox (Limited) - Is Quickly Becoming The Web StandardNote: NOT IE 8.0 Compatible
Browser Statistics
Legacy Versions of Internet Explorer still have major role in K-12 School Browser Usage.
Browser Statistics
Browser Usage among Users with a Viewing Disability
Primary Screen Reader among Users with a Viewing Disability
What is a Polyfill?A polyfill, or polyfiller, is a piece of code (or plugin) that provides the technology that you,
the developer, expect the browser to provide natively.
Closed Captioning - Javascript Polyfill
For SBAC 23 we used some open source code called JS_VideoSub since we already had player controls embedded in the UI, were only supporting newer IE versions and simply wanted to add captioning. Due to the MIME type for .srt being unsupported by our web server, we renamed the caption file to the extension .htmlOther options provide full video playback controls and captioning functionality:
Using a Polyfill..
Voxcribe & Camtasia - Speed Recognition Captioning
Voxcribe is great, but Camtasia proved to be faster and even cleaner, you simply import video...run speech-to text then EXPORT the caption SRT. You can then trash the Camtasia project.
WEB DEVELOPMENT
Choosing Text Equivalents for Images And Image Links
<img src="images/shop.gif" alt="Shop IBM" />
It might be tempting to write alternative text like this:
alt="abstract shopping cart to the left of the words shop IBM"
That is the description of the image, not its function. If you used that alt-text then each time a blind person
visited the site he or she would have to listen to "abstract shopping cart to the left of the words shop IBM."
That image and that message would be at the top of every page. Such a description meets the technical
standard (§1194.22 (a)) for providing a text equivalent, but it fails usability criteria. Instead, use
alternative text, as IBM does, that exactly coincides with the text on the image or the function of the link,
alt="Shop IBM".
Semantic HTML is the use of HTML markup to reinforce the semantics, or meaning, of the information in web pages rather than merely to define its presentation or look. Example: Recent HTML standards discourage the use of the <i> italic tag in preference for the more accurate <em> emphasis tag, where a CSS stylesheet would denote the italization of the font. The fact of the matter is, semantics largely benefit everyone. For starters, semantics provide a shared and unambiguous meaning to content.Do not use text formatting, such as font size or bold to give the visual appearance of headings - use actual heading (<h1> - <h6>) for all content headings. Assistive technologies and other browsers rely upon the literal markup of the page to determine structure. Items that are bolded or display in a bigger font are not interpreted to be structural elements. HTML lists - <ul>, <ol>, and <dl> - also convey a hierarchical content structure.
Structural Semantics - <h1>,<h6>,<p>,<li>
HTML Semantics - <header>,<main>,<article>,<aside>,<footer>
Text-level Semantics - <strong>,<em>,<small>,<code>
WAI-ARIA - <alert>,<checkbox>,<slider>,<tab>,<tabpanel>,<treeitem>
Accessibility - Web Development - Semantic HTML
The Document Object Model (DOM) is a cross-platform and language-independent convention for representing and interacting with objects in HTML, XHTML and XML documents.[1] The nodes of every document are organized in a tree structure, called the DOM tree.AJAX - Asynchronous Javascript + XML is a group of interrelated Web development techniques used on the client-side to create asynchronous Web applications. (i.e. Web Applications that change the user experience while retrieving/sending data to a server in the background).The DOM is accessed with JavaScript to dynamically display – and allow the user to interact with – the information presented.
Document Object Model (DOM) and Rich Internet Applications
Document Object Model (DOM) and Rich Internet Applications
In many cases, this is a lot like trying topin a tail on a moving donkey or playing Marco Polo.
Screen Readers read the semantic structure of the HTML as it was constructed in the DOM tree at the time a page is rendered, and then present that information to the user.
This places the burden of comparing/contrasting the changing DOM tree on the screen reader. Raising questions like:
● At what frequency?● What is an important update to read,
what isn’t?● How should the update be read, in
the context of some information that didn’t change or alone?
WAI-ARIA, the Accessible Rich Internet Applications Suite, provides a way to make Web content and Web applications more accessible to people with disabilities. It especially helps with dynamic content and advanced user interface controls developed with Ajax, HTML, JavaScript, and related technologies.Example: The aria-live="assertive" attribute means that the value of the text field will be spoken whenever it changes.
Enter WAI - ARIA...
● User Groups● Automated Validation Tools● QA with Screen Reader and Accessibility / Legacy Configured Browsers● WCAG-EM - Website Accessibility Conformance Evaluation Methodology
Outcomes:● Statement of Accessibility● 508 Voluntary Product Accessibility Template (VPAT)● WCAG 2.0 Conformance Claim
How is web accessibility evaluated?
● W3C Markup Validation Service - http://validator.w3.org/● Web Accessibility Evaluation Tool - http://wave.webaim.org/● SortSite - http://www.powermapper.com/products/sortsite/● JAWS - http://www.freedomscientific.com/Products/Blindness/Jaws● NVDA - http://www.nvaccess.org/● WebAIM Contract Checker - http://webaim.org/resources/contrastchecker/● AccessColor - http://www.accesskeys.org/tools/color-contrast.html● Fangs Screen Reader Emulator for Firefox -
https://addons.mozilla.org/en-US/firefox/addon/fangs-screen-reader-emulator/● Chrome Resize Window Plugin and Sizer Windows TSR● Illinois Functional Accessibility Evaluator - http://fae20.cita.illinois.edu/● Apple VoiceOver
Testing and Validation Tools
● W3C Markup Validation Service - http://validator.w3.org/● Web Accessibility Evaluation Tool - http://wave.webaim.org/● SortSite - http://www.powermapper.com/products/sortsite/● JAWS - http://www.freedomscientific.com/Products/Blindness/Jaws● NVDA - http://www.nvaccess.org/● WebAIM Contract Checker - http://webaim.org/resources/contrastchecker/● AccessColor - http://www.accesskeys.org/tools/color-contrast.html● Fangs Screen Reader Emulator for Firefox -
https://addons.mozilla.org/en-US/firefox/addon/fangs-screen-reader-emulator/● Chrome Resize Window Plugin and Sizer Windows TSR● Illinois Functional Accessibility Evaluator - http://fae20.cita.illinois.edu/● Apple VoiceOver - https://www.apple.com/accessibility/ios/● Wave Toolbar - https://addons.mozilla.org/en-US/firefox/addon/wave-toolbar/● Juicy Studio - https://addons.mozilla.org/en-US/firefox/addon/juicy-studio-accessibility-too/?src=search● Accessibility Evaluation Toolbar -
https://addons.mozilla.org/en-US/firefox/addon/accessibility-evaluation-toolb/?src=search● Headings Map - https://addons.mozilla.org/en-US/firefox/addon/headingsmap/
Testing and Validation Tools
Great testing tools…Lynx Text Based Browser
Great testing tools… SortSite
Alternative ApproachesWhat is equivalent facilitation?
Equivalent facilitation is not an exception or variance from the requirement to provide comparable access. Rather, it is a recognition that technologies may be either developed or used in ways not envisioned by the technical provisions in WCAG 2.0 but still result in the same or better functional access as would be provided by strictly meeting the provisions of WCAG 2.0. Functional outcome – not form – is the key to evaluating whether a technology results in "substantially equivalent or greater access."
For example, an information kiosk which is not accessible to a person who is blind might be made accessible by incorporating a telephone handset connected to a computer that responds to touch tone commands and delivers the same information audibly that is provided on the screen.
What is the difference between "equivalent facilitation" and "alternative means of access"?
Alternative means of access focuses on the accessing of equivalent content where as equivalent facilitation focuses more so on the experience/sequence/reveal by which that content is delivered.
Alternative Approaches for Absolutely Positioned Elements
Text-Only Page as a Last Resort
This last special case was included in the Section 508 Standards as a "last resort method for bringing a Web site into compliance with the other requirements in §1194.22."
§ 1194.22 (k)
A text-only page, with equivalent information or functionality, shall be provided to make a Web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes.
If you must resort to providing a text-only alternative page, you must ensure the following:
1. Provide a clear link to the alternative page.2. Ensure that the alternative page is accessible.3. Ensure that the alternative page has equivalent information or functionality.4. Update the alternative page as often as you update the original page.
The Authoring Tool Accessibility Guidelines (ATAG) documents explain how to make the authoring tools themselves accessible, so that people with disabilities can create web content, and help authors create more accessible web content — specifically: enable, support, and promote the production of content that conforms to Web Content Accessibility Guidelines (WCAG).LOOK FOR A VPAT!
ATAG - Authoring Tools Accessibility Guidelines & User Agent Accessibility Guidelines
DON’T BELIEVE THE HYPE!
ASSESSMENTS
What is QTI?
QTI is the most widely used standard for marking up assessments, tests, and individual questions in XML short for Question and Test Interoperability (QTI). IMS is an e-learning standards-related organization that works on standards ranging from metadata to transferring learner information. QTI standardizes how to mark up questions in XML, arrange them into tests and assessments, add metadata, and package everything in a ZIP file.
QTI XML not only describes the static parts of questions, assessments, and tests (text, layout,order, and so on) but also their dynamic behavior—how, for instance, to behave when the user gives a wrong answer, when to provide certain feedback, and how to calculate the score. You can make this process as complicated as you like: QTI provides you with programming facilities to make it all happen.
What is APIP?
Built on existing standards that service providers can readily adopt, the APIP standard provides the technical framework required to modify or develop item authoring, item banking and test delivery systems so they can create and deliver items and tests that are—for the first time in our field —portable and highly accessible. APIP cover three critical areas:
● Content: The accessible content, which has supporting information for different kinds of accessibility needs
● PNP: The user Personal Needs and Preferences profile, which tells the delivery system what the needs are for specific users
● Delivery: The delivery system, which combines the user needs with the content to ensure the item is accessible for the student
APIP and QTI
Anatomy of a QTI Item
APIP and QTI
A <responseDeclaration> contains information about the answer (the response) to a question: When is it correct, and (optionally) how is it scored? A <responseDeclaration> is required for every separate question in the <itemBody>.
An <outcomeDeclaration> defines an internal variable—for instance, for returning the score to the environment or for controlling the feedback to the user.
The single <itemBody> element contains the text, markup, and questions for this item. Themarkup has a remarkable similarity with XHTML, but beware: Although you see familiarelements like <p> and <ul>, everything is in the QTI namespace (http://www.imsglobal.org/xsd/imsqti_v2p1) and not in the XHTML namespace. The standard does not prescribe that you have to render it with a browser, which leaves a lot of room for interpretation. So,consistent rendering is a major problem when exchanging content between different QTI processing engines
The <responseProcessing> section describes the actions to perform when the student is finished with the item. Its content is a simple programming language in which you can perform computations, set <outcomeDeclaration> variables, and more.
Finally, <modalFeedback> defines the item's feedback to the student (for instance, display "Welldone" when the answer is correct).
What standards is APIP based on?
APIP is based on three existing interoperability standards:
● QTI: The IMS Question & Test Interoperability Specification provides standard XML language for describing questions and tests. The specification has been produced to
allow the interoperability of content within assessment systems. QTI is well-established and has been used internationally for over a decade. APIP uses the newer 2.1
version of QTI.
● Access for All: The Access for All Personal Needs and Preferences (PNP) standard defines a common way for describing a student’s needs and preferences in a digital
environment. PNP allows an inclusive user experience by enabling the matching of the characteristics of learning resources to the needs and preferences of individual
students.
● Content Packaging: IMS Content Packaging (CP) is used to collate all of the QTI and accessibility information and to structure it in a convenient exchange format (once
collated, the package is exchanged as a zip file).
APIP and QTI
QTI and APIP
Thank You!!
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