https://www.w3.org/WAI/fundamentals/accessibility-intro/

When websites and web tools are properly designed and coded, people with disabilities can use them. However, currently many sites and tools are developed with accessibility barriers that make them difficult or impossible for some people to use.Making the web accessible benefits individuals, businesses, and society. International web standards define what is needed for accessibility.Page Contents: Accessibility in Context, What is Web Accessibility, Accessibility is Important for Individuals, Businesses, Society, Making the Web Accessible, Evaluating Accessibility, Examples, For More Information.

Key principles, Accessibility, Examples, Accessibility evaluation

https://www.w3.org/WAI/people-use-web/tools-techniques/

This page introduces some of the techniques and tools that people with disabilities use to interact with the web — web browser settings, text-to-speech, voice recognition, and many more.Note: This page is illustrative and is not a complete list of all the ways that people interact with the web.Page Contents: Tools and preferences; Perception - hearing, feeling, and seeing; Presentation distinguishing and understanding; Input typing, writing, and clicking; Interaction navigating and finding.

Key principles, Navigation, Keyboard, Disability, Adaptative strategies, Assistive Technologies

https://www.who.int/news-room/fact-sheets/detail/disability-and-health

Key facts:Over 1 billion people live with some form of disability.. The number of people with disability are dramatically increasing. This is due to demographic trends and increases in chronic health conditions, among other causes.. Almost everyone is likely to experience some form of disability – temporary or permanent – at some point in life.. People with disability are disproportionately affected during the COVID-19 pandemic.. When people with disability access health care, they often experience stigma and discrimination, and receive poor quality services.. There is an urgent need to scale up disability inclusion in all levels of the health system, particularly primary health care..

https://www.w3.org/WAI/fundamentals/accessibility-usability-inclusion/

Accessibility, usability, and inclusion are closely related aspects in creating a web that works for everyone. Their goals, approaches, and guidelines overlap significantly. It is most effective to address them together when designing and developing websites and applications.There are a few situations when it’s important to focus specifically on one aspect. For example, when developing standards and policies. Researching the accessibility needs of people with disabilities helps with developing those.This article briefly:explains the distinctions and overlaps between accessibility, usability, and inclusive design,. encourages increased coordination across research and practice in these disciplines, and,. points out the importance of maintaining the focus of accessibility on people with disabilities..

Accessibility, Usability, Inclusion

https://www.deque.com/blog/5-digital-accessibility-myths-busted/

By now you have most likely have heard the term digital accessibility and may have an inkling about what it is— but have you bought into the hype? Or are you secretly asking yourself questions like:“How many people visiting my website or app actually need these accessibility features?”. “Won’t it take too much time/effort/money to make my website or app accessible?”. “Will my website or app be ugly if I make it accessible?”. If you or your client have pondered these (or similar) thoughts, I am here to challenge your thinking by busting some myths around digital accessibility!

Accessibility, Myths

https://rosenfeldmedia.com/books/a-web-for-everyone/

If you are in charge of the user experience, development, or strategy for a web site, A Web for Everyone will help you make your site accessible without sacrificing design or innovation. Rooted in universal design principles, this book provides solutions: practical advice and examples of how to create sites that everyone can use.

WCAG 2.0, Structure, Layout, Language, Media, Accessibility, Usability

https://www.ombudsman.org.uk/sites/default/files/FDN-218144_Introduction_to_the_Social_and_Medical_Models_of_Disability.pdf

Attitudes towards disability affect the way people think and behave towards disabled people. They also impact on outcomes for disabled people in the way they are treated and able to participate in society. The attitudes disabled people experience inevitably affect the way disabled people interact with others. 

Disability, Disability Models

https://medium.com/the-readability-group/the-three-components-of-accessibility-86075e14f46f

Accessibility means different things to different people but accessibility is not just a single thing. We can broadly divide it into three pillars: emotional, functional and technical. Each pillar must be accessible in itself but all must be considered together. We also have to accept that accessibility can never be perfect but it can be optimal.

Readability, Accessibility, Technical Accessibility, Functional Accessibility, Emotional Accessibility

https://webaim.org/techniques/keyboard/#testing

Testing with a keyboard is an essential part of any accessibility evaluation.
The following table includes many of the most common online interactions, the standard keystrokes for the interaction, and additional information on things to consider during testing.

Keyboard, Accessibility testing

https://de.ryerson.ca/games/accessibility/#/menu/

The Accessibility Maze was developed by the Digital Education Strategies team in The G. Raymond Chang School of Continuing Education at Ryerson University. Funding is provided by The Chang School and the Government of Ontario.The purpose of the game is to introduce those new to web accessibility to potential barriers on the Web that may prevent some people from accessing content. You will experience the challenges of navigating the Web that some people with disabilities experience.

Key principles, Accessibility

https://www.w3.org/TR/UNDERSTANDING-WCAG20/intro.html#introduction-fourprincs-head

Understanding WCAG 2.0 is an essential guide to understanding and using "Web Content Accessibility Guidelines 2.0" [WCAG20] Although the normative definition and requirements for WCAG 2.0 can all be found in the WCAG 2.0 document itself, the concepts and provisions may be new to some people. Understanding WCAG 2.0 provides a non-normative extended commentary on each guideline and each Success Criterion to help readers better understand the intent and how the guidelines and Success Criteria work together. It also provides examples of techniques or combinations of techniques that the Working Group has identified as being sufficient to meet each Success Criterion. Links are then provided to write-ups for each of the techniques.

POUR, Accessibility

A disability is any condition that makes it more difficult for a person to do certain activities or effectively interact with the world around them (socially or materially). These conditions, or impairments, may be cognitive, developmental, intellectual, mental, physical, sensory, or a combination of multiple factors. Impairments causing disability may be present from birth or can be acquired during a person's lifetime. Often, disabled people are "unnecessarily isolated and excluded from full participation in society." As a result of impairments, people with disabilities can experience disablement from birth, or may be labeled as disabled during their lifetime.

Disability, Disability Models

https://static1.squarespace.com/static/6071fa745947937fc933ecbb/t/60a02725893d22758a6207c5/1621108519636/Giving-a-damn-about-accessibility.pdf

Digital accessibility is the inclusive practice of ensuring that everyone has equal access to information, functionality, and experience on digital platforms. That means no barriers prevent interaction with, or access to, digital products by people with any type of disabilities or traits commonly linked to disabilities. This includes:

Physical disabilities, such as hearing loss, vision loss, or mobility issues;.
Neurodiversity conditions including autism, attention defcit disorder, and dyslexia;.
Socio-economic discrimination which impacts people with disabilities in the US at a rate 2 ½ times higher than people without disabilities.

Key principles, Accessibility, Recommended Reading, Disability

https://www.youtube.com/watch?v=HzE5dj1WTSo

The National Center on Accessible Educational Materials and PACER Center have developed a brief video in easy-to-understand language that  provides an overview of accessibility features to look for in digital learning materials. This open-captioned video is intended to increase awareness of: 1) features that can be designed into digital materials to increase broad usability and accessibility and, 2) the importance of considering accessibility features in the selection digital educational materials.  We invite you to view and share this video with colleagues, students and families.  For more information about accessible educational materials, visit http://aem.cast.org.

Accessibility, Teaching

5 Things You Need to Know About Manual Accessibility Testing with the Keyboard and Screen Readers

https://dev.to/madalynrose/5-things-you-need-to-know-about-manual-accessibility-testing-with-the-keyboard-and-screen-readers-3512

Keyboard testing is vital in ensuring a site is accessible.. The tab, space, enter, shift, and pageup/pagedown keys will get you most of the way there.. Screen readers super power your keyboard.. The find function is your friend.. Screen readers supply a summary of page elements to ease navigation..

Screen reader, Keyboard, Accessibility testing

https://www.scope.org.uk/about-us/social-model-of-disability/

The social model of disability is a way of viewing the world, developed by disabled people. Scope's Everyday Equality strategy is based on this model of disability.

Disability Models

These websites have been assessed through both automated and manual testing against the success criteria set out in the Website Content Accessibility Guidelines (WCAG) 2.1 to grade AA and above.

Accessibility, Examples

https://docs.microsoft.com/en-us/learn/modules/accessibility-features/00-windows-10-accessibility?ns-enrollment-type=LearningPath&ns-enrollment-id=learn.accessibility-fundamentals

Windows 10 offers built in features that allow users to choose how they want to interact with their screen, express ideas, and get work done. From keyboard shortcuts to collaborative gaming options, there are tools to help people of all abilities personalize the experience of using their devices and apps.

Accessibility, Windows

https://bighack.org/assistive-technology-devices-definitions-how-disabled-people-use-the-web/

A brief guide to the devices, software and equipment that disabled people use to navigate the web.

Assistive Technologies, Devices

https://ukhomeoffice.github.io/accessibility-posters/

General guidance on how to design more accessible services. The guidance covers best design practices for users from these areas: low vision, D/deaf and hard of hearing, dyslexia, motor disabilities, users on the autistic spectrum and users of screen readers.

Screen reader, Dyslexia, Accessibility, Low vision, Anxiety, Autistic spectrum, Physical disability

https://www.gov.uk/government/publications/understanding-disabilities-and-impairments-user-profiles

A set of profiles highlighting common barriers users face when accessing digital services and tips for designing services everyone can use.

Examples, Disability, Users

The people described in the following stories are fictitious. The stories were created by the partners of the MOOCA project on the basis of extensive experience with these types of people. The stories are not meant to reach the same level of accuracy as personas, which should be based on data obtained from field research studying real people. Like personas, the MOOCA project’s day-in-the-life stories can be used to help designers and developers think about questions related to the development of ICT products and electronic documents.

Examples, Disability, Users

https://ukhomeoffice.github.io/accessibility-posters/posters/accessibility-posters.pdf

General guidance on how to design more accessible services. The guidance covers best design practices for users from these areas: low vision, D/deaf and hard of hearing, dyslexia, motor disabilities, users on the autistic spectrum and users of screen readers.

Screen reader, Dyslexia, Accessibility, Low vision, Deaf or Hard of hearing, Autistic spectrum, Physical disability

This document is for people who make web content (web pages) and web applications. It gives advice on how to make content usable for people with cognitive and learning disabilities. This includes, but is not limited to: cognitive disabilities, learning disabilities (LD), neurodiversity, intellectual disabilities, and specific learning disabilities.This document has content about:people with cognitive and learning disabilities,. aims and objectives for usable content,. design patterns (ways) to make content usable,. including users in design and testing activities, and. personas (examples) and user needs..

Learning disability, Cognitive disability, Content

https://www.w3.org/WAI/people-use-web/user-stories/

The following stories of people with disabilities using the Web highlight the effect of accessibility barriers and the broader benefits of accessible websites and web tools.Note: The following scenarios are not real people. They do not address every kind of disability.Page ContentsLee, online shopper with color blindness. Alex, reporter with repetitive stress injury. Martine, online student who is hard of hearing. Ilya, senior staff member who is blind. Preety, middle school student with attention deficit hyperactivity disorder and dyslexia. Yun, retiree with low vision, hand tremor, and mild short-term memory loss. Luis, supermarket assistant with Down syndrome. Kaseem, teenager who is deaf and blind.

https://www.w3.org/WAI/people-use-web/tools-techniques/

This page introduces some of the techniques and tools that people with disabilities use to interact with the web — web browser settings, text-to-speech, voice recognition, and many more.Page ContentsTools and preferences. Perception - hearing, feeling, and seeing. Presentation distinguishing and understanding. Input typing, writing, and clicking. Interaction navigating and finding.

Examples, Disability, Assistive Technologies

https://accessibility.blog.gov.uk/2019/02/11/using-persona-profiles-to-test-accessibility/

In 2017, the Accessibility Team at the Government Digital Service (GDS) created accessibility personas to highlight common barriers faced by people with particular conditions and provide tips on how to design for them.These user profiles are used by teams such as user researchers and developers to create services that are accessible to all. For instance, there is a persona for Pawel, a user with Asperger’s and one for Simone, a dyslexic user.

Users, Accessibility testing

https://accessgarage.wordpress.com/2013/02/09/458/

Vision problems are more pervasive than most of us realize. Upwards of 285 million people worldwide are visually impaired. Many more have low or moderate visual difficulties. The number in the U.S. is expected to double by 2020, due to the aging of the baby boomer generation.NoCoffee is a free extension for Chrome, which can be helpful for understanding the problems faced by people with slight to extreme vision problems, such as:Low Acuity. Low Contrast Sensitivity. Colorblindness. Other. Obstructed visual field.

Tools, Vision simulator

This document is for people who make web content (web pages) and web applications. It gives advice on how to make content usable for people with cognitive and learning disabilities. This includes, but is not limited to: cognitive disabilities, learning disabilities (LD), neurodiversity, intellectual disabilities, and specific learning disabilities.This document has content about:people with cognitive and learning disabilities,. aims and objectives for usable content,. design patterns (ways) to make content usable,. including users in design and testing activities, and. personas (examples) and user needs..

Usability, Learning disability, Cognitive disability, Content

https://coronavirus.jiscinvolve.org/wp/2020/03/25/assistive-technology-for-all/

Rohan Slaughter points to a range of useful assistive technology resources that are likely to be suitable for students with a range of support needs.

Tools, Assistive Technologies

Accessibility shortcuts help you control your Mac with a keyboard or assistive device. You can also ask Siri to help with some accessibility features.

Accessibility, Mac

https://support.microsoft.com/en-us/windows/windows-keyboard-shortcuts-for-accessibility-021bcb62-45c8-e4ef-1e4f-41b8c1fc87fd

Accessibility shortcuts can help you use your PC with a keyboard or assistive device.The following is a list of keyboard shortcuts for assistive technologies in Windows 10, including Magnifier, high contrast, and others.

Accessibility, Windows

https://bighack.org/how-to-write-better-website-content-for-people-with-dyslexia/

Dyslexia is a common learning difficulty that affects the skills a person uses to learn how to read and write. It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia. Tailoring your writing to this audience makes your content more accessible to everyone.

Colour, Dyslexia, Language, Text, Content

https://www.colourblindawareness.org/about-us/colour-blind-awareness-day/

Colour Blind Awareness Day – 6th September every year!Colour Blind Awareness Day is a fantastic opportunity to celebrate and raise awareness of people with colour blindness. The date for Colour Blind Awareness Day was chosen because it’s the birthday of John Dalton.

Examples, Colour blind, Facts

https://www.lexdis.org.uk/guides/disability-technology/

The section is not intended to be an expert review of disability, but rather a resource to show the ingenuity and skills that students have shown in the way they have used technologies to support their studies.However, the team received requests for the types of difficulties presented by students to guide users to strategies that may be helpful.  The links below not only represent the categories used as a filter system for the strategies but also provide more detailed information about disability and inclusion in teaching and learning environments as laid out in the Equality Act 2010: Implications for higher education institutions.

Dyslexia, Disability, Deaf or Hard of hearing, Colour blind, Learning disability, Autistic spectrum, Blind

https://baselinehq.com/blog/colourblindness-information-ui-design-red-green-problems-tips-tricks.html

Colourblindness is a visual impairment that affects around 1 in 12 boys and men, and around 1 in 200 girls and women.It has many forms, and can impact the perception of a wide range of different colours and colour combinations.However, the most common kind — and the one I have myself — is red–green colourblindness. The opticians’ term for the specific type I have is “deuteranopia”.

Colour, Key principles, Colour blind, Charts, Common Mistakes

https://veroniiiica.com/2021/02/18/how-i-optimize-my-website-for-cognitive-accessibility/

As someone who regularly writes about assistive technology and accessibility, I have taken a lot of steps to ensure that my content is accessible to as many audiences as possible- not just people with low vision or blindness. One of the areas I have been exploring a lot more in the last few months is cognitive accessibility, as cognitive disabilities represent the largest number of computer users with disabilities and designing with cognitive accessibility in mind can benefit all users, not just those who identify as having a specific disability. Here is how I optimize my website for cognitive accessibility, taking guidance from users and the Web Content Accessibility Guidelines 2.1.

Cognitive disability

https://bighack.org/accessibility-and-disability-facts-and-figures/

Research and statistics into disability, accessibility and the spending power of disabled people.We often use lots of statistics from Scope and other research to help us show:why accessibility is important. how it affects disabled people. the barriers disabled people face. But it can be a lot of work to collect that information together. Where do you start looking? We want to make it easy to share stats that will:explain why your organisation needs to do accessibility. show how many of your potential customers might be disabled. help us raise awareness about accessibility. We’ve collected together what we think are important and useful statistics. You can share them with your colleagues, clients, customers and anyone else you think they can support.

Accessibility, Disability, Facts

https://radicalcopyeditor.com/2017/07/03/person-centered-language/

Language is a tool. It can make our worlds bigger or make them smaller. It can be used to create connection or to cause harm. It can affirm or it can disparage.When it comes to how we describe marginalized aspects of ourselves or others—things that are perceived as “not normal” by the mainstream—language matters a whole lot, because how we talk or write about ourselves and each other can either affirm the value of diversity and difference, or demean people who are different from the idealized norm.

Language, Disability

https://www.a11yproject.com/posts/2021-10-18-lets-say-the-word-disability/

“I mean, she called you deaf, you’re hearing impaired!”“Well, actually…”The words of disabilityGrowing up, I did identify as ‘hearing impaired.’ My mom was hearing impaired, my brother was hearing impaired, and I was hearing impaired. I never thought much about the word ‘impaired.’ It didn’t bother me or offend me.

Language, Disability

UN General Assembly, Convention on the Rights of Persons with Disabilities : resolution / adopted by the General Assembly

https://www.refworld.org/docid/45f973632.html

UN General Assembly, Convention on the Rights of Persons with Disabilities : resolution / adopted by the General Assembly, 24 January 2007, A/RES/61/106, available at:  [accessed 27 December 2020]

Language, Disability

https://www.w3.org/WAI/people-use-web/abilities-barriers/

This page explores the wide diversity of people and abilities. It highlights some web accessibility barriers that people commonly experience because of inaccessible websites and web tools.Note: This page is illustrative and is not a complete list of all disabilities and barriers.Page ContentsDiversity of abilities. Auditory. Cognitive, learning, and neurological. Physical. Speech. Visual.

If you are new to Assistive Technology (AT), you can explore any of the AT catagories below. The best way to start is to choose one section that you relate to or just sparks your curiosity. If you need a specific Assistive Technology suggestions, then try our 'Discover your AT' tool that makes AT suggestions for you based on 3 questions.

https://www.cast.org/binaries/content/assets/common/publications/downloads/cast-udltipsfordesigninglearningexperiences-20200920-a11y.pdf

How can we design learning experiences so that they are meaningful and challenging for all learners?
Whether you are designing instruction for in-person classroom experiences, online synchronous experiences, remote asynchronous experiences, or anything in between and beyond, Universal Design for Learning (UDL) can help us anticipate learner variability and make instruction flexible and useful for all.

Teaching, Universal Design for Learning, Tips

http://universaldesign.ie/What-is-Universal-Design/

Universal Design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability. An environment (or any building, product, or service in that environment) should be designed to meet the needs of all people who wish to use it. This is not a special requirement, for the benefit of only a minority of the population. It is a fundamental condition of good design. If an environment is accessible, usable, convenient and a pleasure to use, everyone benefits. By considering the diverse needs and abilities of all throughout the design process, universal design creates products, services and environments that meet peoples' needs. Simply put, universal design is good design.

The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Key principles, Universal Design for Learning

https://udlguidelines.cast.org/more/downloads

The evolution of CAST’s UDL Guidelines has been a dynamic, collaborative, and developmental process. We shared the first version of the Guidelines—Version 1.0—in 2008. Since that time, we have collected and specifically solicited feedback from the field. This feedback, along with the expanding research in the areas of UDL, education, cognitive science, psychology, and neuroscience, has led us to develop different representations of the Guidelines over time. Each of these representations has a particular goal and traces our learning not only as an organization but as a field more broadly.

Universal Design for Learning

Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

Universal Design for Learning

Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content.  Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

Universal Design for Learning

https://udlguidelines.cast.org/action-expression

Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

Universal Design for Learning

https://www.brickfield.ie/moodle-universal-design-for-learning-guide/

The Moodle Universal Design for Learning Guide provides teachers, course developers and facilitators guidance on how to design an inclusive and accessible course using Moodle features.The guide covers the formative assessment, summative assessment, communication, collaboration, acquisition and student feedback aspects of teaching and learning with Moodle.Inspired by the 2012 edition of the Moodle 2 Toolguide for Teachers, this guide highlights the key ways to use feature to tackle the different teaching purposes.

Universal Design for Learning, Moodle

Media, Accessibility, Universal Design for Learning, Course design

https://www.dcu.ie/teu/universal-design-learning-udl

Introduction to UDL . Exploring the UDL framework. Accessibility and UDL. UDL Toolkit for Loop (Moodle). UDL badge. Further resources.

Resources, Teaching, Universal Design for Learning

https://www.cast.org/binaries/content/assets/common/publications/articles/cast-udl-planningq-a11y.pdf

Think about how learners will engage with the lesson. . Think about how information is presented
to learners.. Think about how learners are expected to
act strategically & express themselves..

Teaching, Universal Design for Learning

The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Universal Design for Learning

http://universaldesign.ie/what-is-universal-design/

Universal Design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability. An environment (or any building, product, or service in that environment) should be designed to meet the needs of all people who wish to use it. This is not a special requirement, for the benefit of only a minority of the population. It is a fundamental condition of good design. If an environment is accessible, usable, convenient and a pleasure to use, everyone benefits. By considering the diverse needs and abilities of all throughout the design process, universal design creates products, services and environments that meet peoples' needs. Simply put, universal design is good design.

This page links to resources to help evaluate web accessibility. Accessibility evaluation is also called “assessment”, “audit”, and “testing”.Page ContentsIntroduction. Initial Checks. Tools. Conformance Evaluation and Reports. People. For Developers of Test Tools and Methodologies. Alternatives for Video Introduction - Resources Overview.

Accessibility evaluation

5 Things You Need to Know About Manual Accessibility Testing with the Keyboard and Screen Readers

https://madalyn.dev/blog/5-things-a11y-keyboard-testing/

Keyboard testing is vital in ensuring a site is accessible.. The tab, space, enter, shift, and pageup/pagedown keys will get you most of the way there.. Screen readers super power your keyboard.1. Keyboard testing is vital in ensuring a site is accessible.. The find function is your friend.. Screen readers supply a summary of page elements to ease navigation..

Screen reader, Keyboard, Accessibility testing

I had the privilege of creating course material to teach accessibility testing for work this past quarter.I agonized over what to include, how to deliver it, how to make it approachable. I decided that I wanted to center everything around tools and processes, teaching about what sorts of violations each are intended for, what they catch, and what they miss.I envisioned handing my trainees funnels that were narrower and narrower, allowing increasingly smaller violations pass through.Tooling overwhelm is real when it comes to anything, but I find that this is particularly true when those tools determine whether something is safe or legal. I aim to minimize hesitation to choose a tool and do the testing at all for fear of choosing the wrong one. And for that, I sat with the concepts and played with metaphors until I found something that fit.

Accessibility testing

Keyboard accessibility is one of the most important aspects of web accessibility. Many users with motor disabilities rely on a keyboard. Some people have tremors which don't allow for fine muscle control. Others have little or no use of their hands, or no hands at all. In addition to traditional keyboards, some users may use modified keyboards or other hardware that mimics the functionality of a keyboard. Blind users also typically use a keyboard for navigation. Users without disabilities may use a keyboard for navigation because of preference or efficiency.

Accessibility, Keyboard, Accessibility testing

This tool helps you create an accessibility statement for your own website, mobile application, or other digital content. You can download the statement you created, and further customize, style, and brand it. Read more below about accessibility statements or generate an accessibility statement right away.

Tools, Accessibility Statement

https://overlayfactsheet.com/#what-is-a-web-accessibility-overlay

What is a web accessibility overlay?. Strengths and weaknesses of overlay “widgets”. Strengths and weaknesses of automated repair. Fitness for achieving compliance with accessibility standards. Privacy of personal data. In their own words. Conclusion. Statement from sponsors and signatories to this fact sheet. Additional Reading.

Accessibility, Accessibility Overlay

https://www.a11yproject.com/posts/2021-03-08-should-i-use-an-accessibility-overlay/

Accessibility overlays have become a controversial topic recently. Let’s clarify what they are, and how they impact accessibility.

Accessibility Overlay

https://sheribyrnehaber.medium.com/overlays-are-not-the-solution-to-your-accessibility-problem-c5ffe44bd61f

Accessibility overlays are tools that detect and dynamically repair HTML accessibility issues in non-mobile environments. And what accessibility manager in their right mind WOULDN’T want a solution that does that? Write an annual check and presto change-o your site is accessible which means you don’t get sued. Unfortunately that’s a little too good to be true.

Accessibility Overlay

https://bighack.org/why-accessibility-overlays-and-widgets-do-not-improve-your-website-accessibility/

Consider these points before using an accessibility overlay on your website. Often they can make the user experience worse for the disabled people they claim to help.

Accessibility Overlay

https://builtin.com/software-engineering-perspectives/overlay-accessibility

For a long time, accessibility has been pretty far down on most web developers’ priority lists. But that negligence is starting to haunt website owners as the number of lawsuits over web accessibility grows.There were 57 digital accessibility lawsuits in 2015, but in 2020 that number had risen to 3,550. The trend has led to mixed results for users. On one hand, it’s focused some welcome attention on web accessibility, forcing companies to think about the consequences of ignoring accessibility concerns. But an unfortunate side effect is companies turning to third-party products called “overlays” as quick fixes to avoid being sued.

Accessibility Overlay

https://ec.europa.eu/social/main.jsp?catId=1202

The European accessibility act is a directive that aims to improve the functioning of the internal market for accessible products and services, by removing barriers created by divergent rules in Member States.

Law, European Accessibility Act

https://www.inclusion-europe.eu/european-accessibility-act/

The European Accessibility Act is a directive that ensures the accessibility of a number of services and products within Member States. In order to do so, the directive aims to improve the trade of accessible products and services between Members Sates, leading to more accessible products and services in the market, and with more affordable prices.

Law, European Accessibility Act

https://docs.moodle.org/310/en/Quiz_settings#User_overrides

Dates, timing and number of allowed attempts may be changed for individual users or groups by following the links Group Overrides or User Overrides in Quiz administration. In situations where two group overrides may apply to a single user, the most lenient date is used. For "Open the quiz" dates, this means the earliest possible date is used, for "Close the quiz" dates, this means that the latest possible date is used. Note also that if there exists a user override for a student, it will always take precedence over any group overrides.

https://moodle.github.io/devdocs/general/development/policies/accessibility

Moodle is designed to provide equal functionality and information to all people. This means that there should be no barriers for people regardless of disabilities, assistive technologies that are used, different screen sizes and different input devices (for example mouse, keyboard and touchscreen).

Accessibility, Moodle

Moodle's goal is to be fully accessible and usable for all users regardless of ability.This page describes the current state of accessibility in Moodle as well as our plans for the future.

Accessibility, Moodle

https://moodle.com/news/moodle-wcag-2-1-aa-accessibility-compliance/

Our open source Moodle LMS follows accessibility standards to maximise inclusion and education for all users.

Moodle, WCAG 2.1

https://docs.moodle.org/311/en/VPAT#Moodle%20accessibility%20conformance%20report

This conformance report is based on the results of an accessibility audit conducted by Web Key IT on a sample of 20 key pages. These pages were selected by Web Key IT and agreed on by Moodle as representative of the overall accessibility and functionality of the Moodle learning management system (LMS).

Moodle, WCAG 2.1

This website provides free color contrast analysis tools that will display the color contrast issues of a web page or chosen color-pair; per WCAG 2.1 Guidelines. Color Contrast refers to how bright or dark colors appear against each other on screens; particularly with regard to the relative, gray-scale luminosity as perceived by the human eye.When it comes to website accessibility, the contrast between the text and the text background is a concern for colorblind and other visually impaired users.This color contrast tool enables users to comply with website accessibilities regulations.

Moodle, WCAG 2.1

https://webaim.org/resources/contrastchecker/

Enter a foreground and background color in RGB hexadecimal format (e.g., #FD3 or #F7DA39) or choose a color using the color picker. The Lightness slider can be used to adjust the selected color.

Moodle, WCAG 2.1