In order to meet the varying needs of this audience, several layers of guidance are provided including overall principles, general guidelines, testable success criteria and a rich collection of sufficient techniques, advisory techniques, and documented common failures with examples, resource links and code.
Principles - At the top are four principles that provide the foundation for Web accessibility: See also Understanding the Four Principles of Accessibility. 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.
In order to meet the needs of different groups and different situations, three levels of conformance are defined: The techniques are informative and fall into two categories: The advisory techniques go beyond what is required by the individual success criteria and allow authors to better address the guidelines.
Some advisory techniques address accessibility barriers that are not covered by the testable success criteria.
Where common failures are known, these are also documented. All of these layers of guidance principles, guidelines, success criteria, and sufficient and advisory techniques work together to provide guidance on how to make content more accessible.
Authors are encouraged to view and apply all layers that they are able to, including the advisory techniques, in order to best address the needs of the widest possible range of users. Note that even content that conforms at the highest level AAA will not be accessible to individuals with all types, degrees, or combinations of disability, particularly in the cognitive language and learning areas.
Authors are encouraged to consider the full range of techniques, including the advisory techniques, as well as to seek relevant advice about current best practice to ensure that Web content is accessible, as far as possible, to this community.
Metadata may assist users in finding content most suitable for their needs. Other documents, called supporting documents, are based on the WCAG 2. Techniques for WCAG 2.
Additional resources covering topics such as the business case for Web accessibility, planning implementation to improve the accessibility of Web sites, and accessibility policies are listed in WAI Resources. Each of these is introduced briefly below and defined more fully in the glossary.
It also includes the increasingly dynamic Web pages that are emerging on the Web, including "pages" that can present entire virtual interactive communities. For example, the term "Web page" includes an immersive, interactive movie-like experience found at a single URI.
For more information, see Understanding "Web Page". Programmatically Determined Several success criteria require that content or certain aspects of content can be " programmatically determined. For more information, see Understanding Programmatically Determined.
Accessibility Supported Using a technology in a way that is accessibility supported means that it works with assistive technologies AT and the accessibility features of operating systems, browsers, and other user agents.
Technology features can only be relied upon to conform to WCAG 2. Technology features can be used in ways that are not accessibility supported do not work with assistive technologies, etc. The definition of "accessibility supported" is provided in the Appendix A: Glossary section of these guidelines.
For more information, see Understanding Accessibility Support.
Perceivable - Information and user interface components must be presentable to users in ways they can perceive. Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language.
All non-text content that is presented to the user has a text alternative that serves the equivalent purpose, except for the situations listed below. Level A Controls, Input: If non-text content is a control or accepts user input, then it has a name that describes its purpose.
Refer to Guideline 4. If non-text content is time-based media, then text alternatives at least provide descriptive identification of the non-text content.
Refer to Guideline 1. If non-text content is a test or exercise that would be invalid if presented in textthen text alternatives at least provide descriptive identification of the non-text content.What impact is social media having on young people’s attitudes to the way they look?
Our Babies, Ourselves: How Biology and Culture Shape the Way We Parent [Meredith F. Small] on timberdesignmag.com *FREE* shipping on qualifying offers. A thought-provoking combination of practical parenting information and scientific analysis, Our Babies.
When we gather information through the media, we are often only presented with one view of events. This can shape the way we think about said events. We might be missing the bigger picture. The media can also shape what events we think are important. COPA90 set out to better understand football fans who are now transforming the football landscape.
We focused on those young UK fans already driving significant change, and poised to re-shape . The media—print and electronic—shape our lives and our minds in ways that most fail to realize, and with sobering effects!
How the Media Mold the World. January-February. Douglas S. Winnail. Why do we ignore obvious lessons of history as we gorge ourselves on trivial amusements? Film critic Richard Grenier believes we have. But we have the capability to control our thoughts and to not let the media get us down, Littleberry says.
By recognizing that these thoughts are based off of an illusion that the media represents the majority, we can take back the way in which we perceive ourselves and shape it into something positive.