http: //www. ukoln. ac. uk/web-focus/events/workshops/mla-2005 -02/ A Holistic Approach To Web Accessibility Brian Kelly UKOLN University of Bath Email: B. Kelly@ukoln. ac. uk Lawrie. Phipps@heacademy. ac. uk URL: Lawrie Phipps JISC Tech. Dis Service York URL: http: //www. ukoln. ac. uk/ http: //www. techdis. ac. uk/ UKOLN is supported by: Tech. Dis is supported by:
About This Talk This talk: • Summarises the role of W 3 C WAI and WAI WCAG guidelines in helping to provide universal access to digital resources • Describes some of the difficulties experienced in implementing guidelines • Describes some of the limitations and dangers with the guidelines • Provides a holistic framework for (Web) accessibility 2 BK
About The Speakers Brian Kelly: • Works for UKOLN – a national centre of expertise in digital information management • Web adviser to the UK cultural heritage and higher and further education communities • Funded by MLA and the JISC Lawrie Phipps: • Works for Tech. Dis, an educational advisory service, working across UK, in the fields of accessibility and inclusion • Senior Advisor for Higher Education • Funded by the JISC 3 BK
W 3 C WAI and WCAG W 3 C (World Wide Web Consortium): • Body responsible for coordinating development of Web standards WAI (Web Accessibility Initiative): • W 3 C group responsible for developing guidelines which will ensure Web resources are widely accessible WCAC (Web Content Accessibility Guidelines): • One of three sets of WAI guidelines. WCAG provides advice of accessibility on Web content (e. g. HTML pages) • Other two WAI guidelines cover accessible user agents (browsers) and accessible authoring tools 4 BK
Where Are We Now? Current status on Web accessibility: • Widespread awareness of Web accessibility issues within many Web/public sector Web communities • Widespread support for implementation • Sharing of approaches, discussions, etc. But: • Implementation challenges • Lack of clarity of what exactly we should do • Still ambiguities (cf DRC report) • Have things changes since WAI WCAG 1. 0 released in 1999? 5 BK
Interpretation of WAI WCAG How do you interpret WAI WCAG (must use ALT tags for images; HTML must be valid; must use style sheets for presentation; …): • Mandatory, with following characteristics: Clearly defined rules Objective Checking mostly objective Penalties for non-compliance Similar to checking that HTML complies with the standard Which reflects your views most closely? • Advisory, with following characteristics: Useful guidelines, to be interpreted in context It's about providing useful, usable resources Checking mostly subjective It's similar to checking that a Web site is well-designed 6 BK
Accessibility Survey of ~160 UK University home pages carried out in August 2002 and repeated in June 2004 Used Bobby – so only objective criteria measured Findings 2002 2004 What figures do WAI AA 3 (<2%) 7 (4%) you expect? WAI A 70 (43%) 93 (56%) See <http: //www. ukoln. ac. uk/web-focus/events/ workshops/webmaster-2004/talks/phipps-kelly/survey/> Reminder: this is probably an over-estimate of compliance. Problems which can only be spotted with manual detection can reduce these figures. Also note that this is just the home page – not the entire Web site! 7 BK
What Can We Conclude? What can we conclude from the lack of WAI WCAG AAA and small percentage of AA compliance: • The HE community doesn't care about Web accessibility § Need for stronger enforcement § Let's make an example of someone • WCAG is poorly / ambiguously defined • WCAG AA and AAA compliance is difficult to achieve (even on a single, high profile page) • There are other issues, other priorities, etc. Similar low level of compliance with WAI guidelines found by Site. Morse using automated checker across UK disability organisations’ Web sites − which led to heated debate! 8 BK
What Is Meant By A, AAA? WAI WCAG has three levels of compliance: A, AA, and AAA What is meant by this? A – for small, volunteer organisations, colleges, … AAA – for large, well-funded nationals, Oxbridges, . . A – addresses some disabilities AAA – addresses all disabilities X Univ. has AA policy How? Can't! Committee decreed policy, then appointed me! A – achievable easily with today's technologies AAA – needs new technologies, new formats … If there is a lack of consensus, how can we specify what we want, implement this, check this, … Note see <http: //www. w 3. org/TR/WAI-WEBCONTENT/#priorities> 9
WAI WCAG AA and AAA In order to achieve WAI WCAG AA compliance: • Avoid deprecated features (e. g. FONT) • Use W 3 C technologies when available and appropriate (no Flash, MS Word or Power. Point) • . . use the latest versions [of W 3 C formats] • Create documents that validate to published formal grammars (i. e. HTML must be valid) In order to achieve WAI WCAG AAA compliance: • "Specify the expansion of each abbreviation or acronym in a document where it first occurs" (BBC? ) • Specify document collections with the LINK element and "rel" and "rev" 10 I think this means the format is appropriate (i. e. HTML for slides) but others argue it means resources, expertise, … available BK
Concerns Over WAI WCAG Guidelines Too Theoretical • Some WCAG guidelines appear theoretical • WCAG seeks to promote W 3 C standards (including new, untested ones) in addition to addressing mainstream accessibility issues • Overall WAI approach is dependent on content, authoring tools and user agent guidelines – the latter two are outside the remit of Web authors Developments Outside Of W 3 C • WAI has succeeded in raising awareness of accessibility – and commercial sector has responded (cf. accessibility in OS, proprietary formats, …) 11 BK
A WCAG AAA Web Site? 12 Many Google hits for "wai aaa council" But: • Are the claims correct? • Are the sites accessible? Note in this example: • Site uses PDFs • Web pages invalid Therefore Web site is (probably) WAI A at best – but does this mean inaccessible?
Can We Break The Guidelines? The same Web site has decided to not use access keys as support is flawed One expert (Joe Clarke) states that access keys are: "severely compromised in practical application. . . " and "If you add access keys, then, you are really coding for a future utopia" 13 What do you do? • Use access keys, as required by WCAG AAA (even though you feel they're not much use) • Don't use them and claim WCAG AA at best • Use them and claim WCAG AAA …
WAI WCAG Flaws Logical Flaws – Nit-picking? • On 1 Aug 2002 when XHTML 1. 0 released WAI AA site (possibly) became A (unless upgraded overnight) W 3 C Web Site W 3 C Web site is not fully AA compliant DRC Web Site DRC Web site is not AA compliant: • Accessibility report still not in HTML • HTML problems Conclusionsit has been checked But If treatingby usersas rigourous WCAG who find it standard accessible! is flawed what should we do? LP BK 14
The User When designing for a user group: • We have come to accept that 'design for all' is a misnomer • Design for most is probably the highest standard we can achieve • The reality is design for some Video Clip 1 15 Video Clip 2 Video Clip 3 LP
The User Experience (in HE) E-learning Fieldwork CAA Web resources Labwork Student Lectures Tutorials Peer learning Library Group work 16 Viva Voce LP
Usability Accessibility is not a product Creating a resource that is inclusive is a process The process must involve users The experience of the JISC X 4 L programme • Creating learning materials • A tick list for accessibility 17 LP
Usability as a process … of accessibility, objectives and needs • You need to consider your context • What do your community want or need to access • Prioritise those areas – test them with the users 18 LP
The Holistic Approach • Accessibility is only important in achieving a user's objective • This objective does not (usually) state “I want to read Wuthering Heights on a Web site that is XHTML Strict and complies with WCAG AAA” • You have resources other than the Web 19 LP
Pragmatism and Holism • You have limited resources • Prioritise • Seek to implement a basic level of accessibility – but test the important resources with users • Usability of material is as important as accessibility • Be flexible, state that you want to support users and provide a contact 20 LP BK
Tech. Dis – UKOLN Approach Holistic framework for e-learning accessibility published in CJLT: • Focusses on the user and recognises: • External pressures Users e. g. funders, QAA, … Needs • Technical infrastructure • Resource implications • Learning & teaching objectives and requires Quality Assurance based on documented policies and systematic checking Remember legislation expects organisations to take "reasonable measures" 21 BK
Other Relevant Factors You should give equal thought to: • Open standards: aim to provide application and system independence; architectural integrity; long term access; etc. • Interoperability: access to data by new devices (PDAs, digital TVs, …) and to automated tools (Google, …). Note that Flash may be accessible but not interoperable (i. e. no learning 'chunks'). • Systems architecture/information flow: you'll need to address this to manage system effectively • Usability and accessibility: as discussed You should address such issues in a holistic way. There will be arguments, difficult decisions to be made. There isn't a simple set of rules, but there are useful guidelines. In fact, this is similar to many business processes. 22 BK
Cultural Heritage Example Flash game in public library: • Described at UKOLN's Public Library Web Conference, 2004 • A fun resource for children visiting library Q: What about accessibility? A: We'll have to remove it, shame – they liked it * Q. What's it for? A. Keep kids amused while parents borrow books Q. Why not provide building blocks, bouncy castle, . . . as equivalent real world accessible alternative * Many people feel threatened by such questions The Tate Gallery's i-Map learning resource about Picasso & Matisse paintings for blind users is another good example 23
Conclusions • WAI guidelines have been developed for a reason – so seek to understand them and implement them if possible • But be flexible if implementation is difficult or conflicts with other goals • Think holistically! • Select guidelines / standards that mean something to the context of the resource This may not be new to you. You probably make such choices when designed exhibitions, etc. 24 BK
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