# Accessibility

**Source**: https://webpublishing.anu.edu.au/step-by-step-guide/client-engagement-anu-web-environment/accessibility
**Parent**: https://www.anu.edu.au/accessibility

## Page contents

- [Headings](#tips-headings)
- [Colour contrast](#tips-colours)
- [Image alt attributes](#tips-alt)
- [Video](#tips-video)
- [Link text](#tips-links)
- [Tables](#tips-tables)
- [Forms](#tips-forms)
- [Content structure](#tips-content)
- [JavaScript](#tips-javascript)

## Accessibility guidelines (ANU websites)

- [Text accessibility](https://webpublishing.anu.edu.au/node/81)
- [Bands](https://webpublishing.anu.edu.au/node/39)
- [Links](https://webpublishing.anu.edu.au/node/23)
- [Text](https://webpublishing.anu.edu.au/node/27)
- [Helpful tools for webmasters](https://webpublishing.anu.edu.au/node/64)

## Resources

- [PDF Accessible](https://www.adobe.com/accessibility/pdf/pdf-accessibility-overview.html/)
- [AHRC Disability Discrimination Act](https://www.humanrights.gov.au/our-work/disability-rights/guides/brief-guide-disability-discrimination-act)
- [Helpful tools for webmasters](https://webpublishing.anu.edu.au/step-by-step-guide/client-engagement-anu-web-environment/tools)
- [WebAim: articles](http://webaim.org/articles/)
- [WebAim: WCAG 2.0 Checklist](http://webaim.org/standards/wcag/checklist)
- [W3C Web Content Accessibility Guidelines 2.0](http://www.w3.org/TR/WCAG20/)
- [W3C Introduction to web accessibility](http://www.w3.org/WAI/intro/accessibility.php)
- [WebAIM: accessible Word documents](http://webaim.org/techniques/word/)
- [Office: Creating accessible Word documents](https://support.microsoft.com/en-us/office/create-accessible-office-documents-868ecfcd-4f00-4224-b881-a65537a7c155)
- [Office: Improve accessibility with the Accessibility Checker](https://support.microsoft.com/en-us/office/improve-accessibility-with-the-accessibility-checker-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f)

## Training

- [Vision Australia](http://www.eventbrite.com.au/o/vision-australia-531462376)
- [AccessibilityOz](http://www.accessibilityoz.com/training/)

## What is accessibility?

Web accessibility means that people with disabilities can use the web like
anyone else, including having the ability to contribute to the web and

- perceive
- understand
- navigate
- interact with the web.

Essentially, allowing the person to use the web without being categorised as
'disabled' whilst undertaking activities which they are not otherwise able to
do.

Web accessibility also benefits others, including older people with changing
abilities due to ageing or a temporary disability, as well as improving the
usability of the site for all users. It will also mean your content is available
to the widest possible audience.

Web accessibility encompasses all disabilities that affect access to the web,
including

- visual
- auditory
- physical
- speech
- cognitive
- neurological

The ability for a person with a disability to understand and use a website,
application, intranet or program is governed by the Australian Human Rights
Commission (AHRC)
[Disability Discrimination Act](https://www.humanrights.gov.au/our-work/disability-rights/guides/brief-guide-disability-discrimination-act), and achieved by the World Wide Web Consortium (W3C)
[Web Content Accessibility Guidelines (WCAG) 2.0](http://www.w3.org/TR/WCAG20/).

### Legal requirements

Web accessibility is also a **legal requirement** as mandated under
Commonwealth legislation. In order to reduce the risk of disability
discrimination complaints and possible legal action, every person responsible
for website content should ensure that all content complies with the current
standard, which is
[WCAG 2.0](http://www.w3.org/TR/UNDERSTANDING-WCAG20/)
to a minimum level of
[AA conformance](http://webaim.org/standards/wcag/checklist).

If the webpage or system can be viewed in a web browser, then accessibility
should be addressed. Individual business areas are responsible for ensuring
their digital content is accessible. This includes non-webpage files, such as
Word documents, videos and PDFs. There are a number of
[helpful tools](https://webpublishing.anu.edu.au/steps/building-site/tools/#accessibility) available
to access the accessibility of your site, as well as
[training](#training) through external parties.

All ANU [site reviews](https://webpublishing.anu.edu.au/steps/going-live/) include an assessment of
accessibility. Please contact us to have your site reviewed.

## Tips for addressing accessibility

There are a number of simple ways to start to improve the accessibility of your
site, especially during the development stages.

### [Headings](https://webpublishing.anu.edu.au/web-style-guide/headings)

- All headings should be logical and representative of the page's hierarchical
  structure.
- Headings should be marked up with heading tags rather than using text
  formatting or styles only, such as bold.
- Ideally pages should start with `<h1>`.
- Headings should be descriptive but still concise.
- Avoid the use of all caps.

### [Colour contrast](https://webpublishing.anu.edu.au/web-style-guide/colours)

- Ensure there is sufficient difference between foreground (text) colour and
  background colour, especially when using coloured text on a background, as
  people, in particular those with low vision or colour blindness, will have
  difficulty distinguishing what the text says if contrast is poor. There are
  a number of
  [tools available online](https://webpublishing.anu.edu.au/steps/building-site/tools/#accessibility)
  to assist in meeting colour contrast requirements.

### [Alternative (alt) attributes for images](https://webpublishing.anu.edu.au/web-style-guide/images#accessibility)

- Every image must have an alt attribute.
- Decorative images should have null (empty) alt attributes
  (`alt=""`).
- Descriptive images should have descriptive alt attributes, or have the
  content and function of the image represented in the surrounding content
  text.
- Linked images must include a descriptive alt attribute which clearly
  describes the link location.

### Video

- Videos must be captioned to allow the content of web audio and video to be
  accessible to those who do not have access to audio.
- Captions should be synchronised with the audio.
- Transcripts should be provided as well, containing additional descriptions,
  explanations, or comments that may be beneficial, such as indications of
  laughter or an explosion.
- [Read more about video accessibility at WebAIM](http://webaim.org/techniques/captions/)

### [Link text](https://webpublishing.anu.edu.au/web-style-guide/links)

- Link text should still make sense out of context - the purpose of each link
  should be determined from the link text alone.
- File type and size should be included in links to non-webpages.
- Ambiguous links such as ‘click here' or linking on a URL should also be
  avoided.
- Using JavaScript to create links should be avoided as they do not permit
  keyboard access and will not show with JavaScript disabled.
- Links should not open in new windows and tabs as this can be disorienting
  for people, especially those who have difficulty perceiving visual content,
  and is not expected behaviour. In cases where this is unavoidable, it is
  recommended that there is advance warning.

### [Tables](https://webpublishing.anu.edu.au/web-style-guide/tables)

- Used for tabular data only - not laying out blocks of text or images.
- Must have row or column headings marked up with header
  (`<th>`) tags.
- Should contain captions to provide a short description of the table content.
- The scope attribute should also be used for complex data tables.

### [Forms](https://webpublishing.anu.edu.au/web-style-guide/forms)

#### Labels

- Every input must have a label.
- An input must be bound to its label by making the `for=""` and
  `id=""` equal the same.
- Forms should be organised in a logical manner through the use of
  instructions, cues, required form fields, etc.
- Clearly mark any required fields.
- Describe the asterisk for the required form fields at the top of the form
  for clarity.
- `Fieldset` is used to descriptively group elements within the
  form, such as ‘Personal details'.
- Try not to depend on JavaScript to manipulate form data, set focus, change
  form elements, or submit forms, as the form can become difficult or
  impossible to complete or understand using assistive technology.

#### Submit buttons

- Short, descriptive text inserted via the `value=""` attribute.
- Not JavaScript dependent.
- If you use an image button (`type="image"`), the input must have
  appropriate alt text. Eg

  <inputtype="image"name="submitbutton"alt="Submit Search"src="submit.gif" >

### [Content structure](https://webpublishing.anu.edu.au/steps//preparing-content/author)

- Logically structured.
- Easily scannable.
- If PDF documents are used, ensure they are
  [accessible documents](http://www.pdf-accessibility.com/).

### JavaScript

- Content is still accessible and the site is still functional with JavaScript
  disabled.
- If JavaScript must be used and prevents important content from being fully
  accessed, a statement should be included on the page stating that the site
  requires JavaScript to be used. An alternative for the JavaScript-generated
  content should also be provided through the use of the
  `<noscript>` element.