[Contents] [Guidelines]

W3C

Techniques for
Authoring Tool Accessibility Guidelines (ATAG) 2.0

W3C Editors' Draft 14 August 2009

This version:
http://www.w3.org/WAI/AU/2009/ED-ATAG20-TECHS-20090814/
Latest version:
http://www.w3.org/TR/ATAG20-TECHS/
Previous version:
http://www.w3.org/WAI/AU/2008/WD-ATAG20-TECHS-20080310/
Editors:
Jutta Treviranus, ATRC, University of Toronto
Jan Richards, ATRC, University of Toronto
Tim Boland, NIST
Jeanne Spellman, W3C
Previous Editors:
Matt May (until June 2005 while at W3C)
 

Editing Styles:

Abstract

This document provides non-normative information to authoring tool developers who wish to satisfy the guidelines in the "Authoring Tool Accessibility Guidelines 2.0" [ATAG20]. It includes suggested techniques, sample strategies in deployed tools, and references to other accessibility resources (such as platform-specific software accessibility guidelines) that provide additional information on how a tool may satisfy each ATAG 2.0 guideline.

The "Authoring Tool Accessibility Guidelines 2.0" (ATAG 2.0) is part of a series of accessibility guidelines published by the W3C Web Accessibility Initiative (WAI).

Status of This Document

Editor's Draft of ATAG 2.0

This document is the internal working draft used by the ATAG WG and is updated continuously and without notice. This document has no formal standing within W3C. Please consult the group's home page and the W3C technical reports index for information about the latest publications by this group.

The Authoring Tool Accessibility Guidelines Working Group (AUWG) intends to publish ATAG 2.0 as a W3C Recommendation. Until that time Authoring Tool Accessibility Guidelines 1.0 (ATAG 1.0) [ATAG10] is the stable, referenceable version. This Working Draft does not supersede ATAG 1.0.

May be Superseded

This section describes the status of this document at the time of its publication. Other documents may supersede this document. A list of current W3C publications and the latest revision of this technical report can be found in the W3C technical reports index at http://www.w3.org/TR/.

Web Accessibility Initiative

This document has been produced as part of the W3C Web Accessibility Initiative (WAI). The goals of the AUWG are discussed in the Working Group charter. The AUWG is part of the WAI Technical Activity.

No Endorsement

Publication as a Working Draft does not imply endorsement by the W3C Membership. This is a draft document and may be updated, replaced or obsoleted by other documents at any time. It is inappropriate to cite this document as other than work in progress.

Patents

This document was produced by a group operating under the 5 February 2004 W3C Patent Policy. W3C maintains a public list of any patent disclosures made in connection with the deliverables of the group; that page also includes instructions for disclosing a patent. An individual who has actual knowledge of a patent which the individual believes contains Essential Claim(s) must disclose the information in accordance with section 6 of the W3C Patent Policy.


Table of Contents


Introduction

This is a Working Draft of the Implementation Techniques for Authoring Tool Accessibility Guidelines 2.0, a companion document to the Authoring Tool Accessibility Guidelines 2.0 [ATAG20], which provides normative requirements for authoring tools. The purpose of this techniques document is to provides further information on the intent of each ATAG 2.0 success criterion and examples of how each may be applied to real tools. This interpretation represents the best thinking of the Authoring Tool Accessibility Guidelines Working Group (AUWG) and as such is a good guide to achieve conformance to ATAG 2.0. The Working Group encourages authoring tool developers to implement these techniques where appropriate. However, these techniques do not provide a final definition of ATAG 2.0 conformance and it may be possible to meet the guideline requirements without following these techniques and thus this document is informative. As new methods of conforming to the guidelines come to the attention of the Working Group, these techniques will be updated.

ATAG 2.0 Layers of Guidance

The individuals and organizations that may use ATAG 2.0 vary widely and include authoring tool developers, authoring tool users (authors), authoring tool purchasers, and policy makers. In order to meet the varying needs of this audience, several layers of guidance are provided including two parts, overall principles, general guidelines, testable success criteria and a collection of techniques with examples and resource links.

All of these layers of guidance (parts, principles, guidelines, success criteria, and techniques) work together to provide guidance on how to make authoring tools more accessible. Authoring tool developers are encouraged to view and apply all layers that they are able to.

Understanding Levels of Conformance

In order to ensure that the process of using ATAG 2.0 and WCAG 2.0 together in the development of authoring tools is as simple as possible, ATAG 2.0 shares WCAG 2.0's three level conformance model: Level A (lowest), AA (middle), AAA (highest).

As with WCAG 2.0, there are a number of conditions that must be met for a Success Criterion to be included in ATAG 2.0. These include:

  1. All Success Criteria must:
    • present authoring tool user interface-related accessibility issues (in Part A). In other words, the access issue must cause a proportionately greater problem for authors with disabilities than it causes authors without disabilities and must be specific to authoring tool software, as opposed to software in general, or
    • present accessible web content production issues (in Part B). In other words, the issue must be specific to authoring accessible web content software, as opposed to authoring web content in general.
  2. All Success Criteria must also be testable. This is important since otherwise it would not be possible to determine whether an authoring tool met or failed to meet the Success Criteria. The Success Criteria can be tested by a combination of machine and human evaluation as long as it is possible to determine whether a Success Criterion has been satisfied with a high level of confidence.

The Success Criteria were assigned to one of the three levels of conformance by the working group after taking into consideration a wide range of interacting issues. Some of the common factors evaluated when setting the level in Part A included:

Some of the common factors evaluated when setting the level in Part B included:

Integration of Accessibility Features

When implementing ATAG 2.0, it is recommended that authoring tool developers closely integrate features that support accessible authoring with the "look-and-feel" of other features of the authoring tool. Close integration has the potential to:


ATAG 2.0 Implementation Techniques

The guidelines and success criteria are included here for informative purposes. The normative version appears in the Authoring Tool Accessibility Guidelines 2.0 [ATAG20].

PART A: Make the authoring tool user interface accessible

Applicability Notes:

  1. Scope of Authoring Tool User Interface: The Part A success criteria apply to all aspects of the authoring tool user interface that are under the control of the authoring tool developer. This includes views of the web content being edited, and features that are independent of the web content being edited, such as menus, button bars, status bars, user preferences, documentation, etc.
  2. Reflected Content Accessibility Problems: The authoring tool is responsible for ensuring that editing views display the web content being edited in a way that is accessible to authors with disabilities (e.g., ensuring that an image label in the web content can be programmatically determined). However, where an authoring tool user interface accessibility problem is caused directly by a web content accessibility problem in the web content being edited (e.g., if an image in the content lacks a label), then this would not be considered a deficiency in the accessibility of the authoring tool user interface.
  3. User Agent Features: Web-based authoring tools may rely on user agent features (e.g., keyboard navigation, find functions, display preferences, undo features, etc.) to satisfy success criteria as long as the user agent is listed in the conformance claim.
  4. Applies to Features for Part B: The Part A success criteria apply to the entire authoring tool user interface, including any of the features (e.g., checking tool , tutorials) added to meet the Part B success criteria.
  5. Previews: Preview features are exempt from having to meet the other requirements in Part A, if they meet Guideline A.3.7. Previews are treated differently than editing views because authors, including those with disabilities, are not well-served if preview features diverge too much from the actual functionality of user agents.

PRINCIPLE A.1: Authoring tool user interfaces must follow applicable accessibility guidelines

Guideline A.1.1 [For the authoring tool user interface] Ensure that web-based functionality is accessible. [Return to Guideline]

Rationale: When authoring tools or parts of authoring tools (e.g., an online help system) are web-based, conforming to WCAG 2.0 will facilitate access by all authors, including those using assistive technologies.

A.1.1.1 Web-Based Accessible (Level A): Web-based authoring tool user interfaces conform to WCAG 2.0 Level A. (Level A)

  • Intent of the Success Criterion A.1.1.1:
    The intent of this success criterion is to ensure that web-based authoring tool user interfaces are accessible to authors with disabilities. Since WCAG 2.0 already provides requirements for the accessibility of web content, including web applications, that document is referenced to avoid replication of requirements.
  • Examples that meet the Success Criterion:
    • Web-based authoring tool:
      A web-based wiki application is designed to conform to WCAG 2.0 Level A. During development, the user interface (including test content being authored) is tested by the developer using an accessibility evaluation harness for web applications. Periodically, the application is also tested by authors using assistive technologies.
    • Web-based help system:
      A non-web-based authoring tool makes use of a web-based help system. Each page in the help system is based on a template that was designed to conform to WCAG 2.0 Level A (when used) and the developer ensures that each help page passes an accessibility checker before being published. The developer confirms the accessibility of the final help system by spot-checking sample pages.
  • Related Resources:

A.1.1.2 Web-Based Accessible (Level AA): Web-based authoring tool user interfaces conform to WCAG 2.0 Level AA. (Level AA)

  • See Success Criterion A.1.1.1 using WCAG 2.0 Level AA.

A.1.1.3 Web-Based Accessible (Level AAA): Web-based authoring tool user interfaces conform to WCAG 2.0 Level AAA. (Level AAA)

  • See Success Criterion A.1.1.1 using WCAG 2.0 Level AAA.

Guideline A.1.2 [For the authoring tool user interface] Ensure that non-web-based functionality is accessible. [Return to Guideline]

Rationale: When authoring tools or parts of authoring tools are non-web-based (e.g., a client-side file uploader for a web-based content management system), following existing accessibility standards and/or platform conventions that support accessibility will facilitate access by all authors, including those using assistive technologies.

A.1.2.1 Non-Web-Based Accessible: Non-web-based authoring tool user interfaces follow (and cite in the conformance claim) accessibility standards and/or platform conventions that support accessibility. (Level A)

  • Intent of the Success Criterion A.1.2.1:
    The intent of this success criterion is to ensure that non-web-based authoring tool user interfaces are accessible to authors with disabilities. Since accessibility standards and platform conventions exist for many platforms, those documents are referenced to avoid replication of requirements.
  • Examples that meet the Success Criterion:
    • WYSIWYG on MacOS
      @@JS
    • Content Management System on Windows
      @@JS
    • Document Sharing System in Lotus Notes
      @@JS
    • Debugger in Java
      @@JS
  • Related Resources: @@JS look for other newer resources@@
    • The following is a non-exhaustive list of accessibility guidelines and best practice documents for various platforms:
      • Eclipse: "Designing Accessible Plug-ins in Eclipse" [ECLIPSE-ACCESS]
      • Gnome/KDE:
      • Java:
        • "IBM Guidelines for Writing Accessible Applications Using 100% Pure Java" [JAVA-ACCESS]
        • "Java accessibility guidelines and checklist" [JAVA-CHECKLIST]
      • Lotus Notes: "Lotus Notes accessibility guidelines" [NOTES-ACCESS]
      • Mac OS: "Accessibility Documentation" [APPLE-ACCESS]
      • "Mac OS X keyboard shortcuts" [MACOSX-KEYS]
      • Microsoft Windows:
        • "Accessibility for applications designers" [MS-ENABLE]
      • General Guides:
        • "Application Software Design Guidelines" [TRACE-REF]
        • "Ergonomics of human-system interaction -- Guidance on accessibility for human-computer interfaces" ISO standard [ISO-TS-16071]
        • "Designing for Accessibility" [SUN-DESIGN]
        • "[Electronic Information Technology Access Advisory Committee] EITAAC Desktop Software standards" [EITAAC]
        • "Making Educational Software and Web Sites Accessible" [EDU-SOFT-ACCESS]
        • "Software Accessibility" [IBM-ACCESS]
        • "What is Accessible Software" [WHAT-IS]

PRINCIPLE A.2: Editing views must be perceivable

Guideline A.2.1 [For the authoring tool user interface] Make alternative content available to the author. [Return to Guideline]

Rationale: Some authors require access to alternative content in order to interact with the web content that they are authoring.

A.2.1.1 Recognized Alternative Content: When recognized alternative content is available for web content being edited, the authoring tool makes the alternative content accessible to the author(s). (Level A)

Guideline A.2.2 [For the authoring tool user interface] Editing view presentation can be programmatically determined. [Return to Guideline]

Rationale: Some authors need access to the editing view presentation because this may be used to convey both status information added by the authoring tool (e.g., underlining misspelled words) and, within content renderings, information about the end user experience of the web content being edited.

A.2.2.1 Purpose of Added Presentation: If an editing view modifies the presentation of web content to provide additional information, then that additional information can be programmatically determined. (Level A)

  • Intent of the Success Criterion A.2.2.1:
    The intent of this success criterion is to ensure that authors with disabilities have the same access to any information conveyed by the authoring tool using editing view presentation as other authors.
  • Examples that meet the Success Criterion:
    • Change tracking feature:
      A change tracking feature displays inserted text in green and deleted text in red with a strike-through. Instead of implementing this using simple CSS selectors, the XHTML elements ins and del are used, since these have semantic meaning.
  • Related Resources:
    • N/A

A.2.2.2 Access to Text Presentation (Minimum): If an editing view (e.g., WYSIWYG view) renders any of the following presentation properties for text, then the properties can be programmatically determined: (Level A)

  • (a) Text font; and
  • (b) Text style (e.g., italic, bold); and
  • (c) Text color; and
  • (d) Text size.

A.2.2.3 Access to Text Presentation (Enhanced): If an editing view (e.g., WYSIWYG view) renders any presentation properties for text, then the properties can be programmatically determined. (Level AAA)

Guideline A.2.3: Ensure the independence of the authors' display preferences.

Rationale: Some authors need to set their own display settings in a way that differs from the presentation that they want to define for the published web content.

A.2.3.1 Independence of Display: The author(s) have the global option to specify display settings for editing views that take precedence over web content renderings without affecting the web content to be published. (Level A)

PRINCIPLE A.3: Editing views must be operable

Guideline A.3.1 [For the authoring tool user interface] Enhance keyboard access to authoring features. [Return to Guideline]

Rationale: Some authors with limited mobility or visual disabilities are not able to use a mouse, and instead require full keyboard access.

A.3.1.1 Keyboard: All functionality of the authoring tool is operable through a keyboard interface without requiring specific timings for individual keystrokes, except where the underlying function requires input that depends on the path of the author's movement and not just the endpoints. (Level A)
Note 1: The movement path exception relates to the underlying function, not the input technique. For example, if using handwriting to enter text, the input technique (handwriting) requires path-dependent input, but the underlying function (text input) does not.
Note 2: This does not forbid and should not discourage providing mouse input or other input methods in addition to keyboard operation.

  • Intent of the Success Criterion A.3.1.1:
    The intent of this success criterion is to ensure that, wherever possible, authoring tools can be operated through a keyboard or keyboard interface (so an alternate keyboard can be used). Examples of "specific timings for individual keystrokes" include situations where authors would be required to repeat or execute multiple keystrokes within a short period of time or where a key must be held down for an extended period before the keystroke is registered. The phrase "except where the underlying function requires input that depends on the path of the author's movement and not just the endpoints" is included to separate those things that cannot reasonably be controlled from a keyboard.
  • Examples that meet the Success Criterion:
    • Drag-and-drop feature:
      An authoring tool that includes a drag-and-drop feature for adding widgets to web content also includes allows the same widgets to be added from a menu that can be operated with the keyboard.
    • Drawing feature:
      An authoring tool has a drawing feature that enables authors to create, size, position and rotate drawing objects from the keyboard.
  • Related Resources:
    • N/A

A.3.1.2 Avoiding Content Keyboard Traps: The authoring tool prevents keyboard traps as follows: (Level A)

  • (a) In the authoring tool user interface: If keyboard focus can be moved to a component using the keyboard, then focus can be moved away from that component using standard keyboard navigation commands (e.g., TAB key); and
  • (b) In editing views that render content: If an editing view (e.g., WYSIWYG view) renders web content, then a documented keyboard command is provided that will always restore keyboard focus to a known location (e.g., the menus).

A.3.1.3 Keyboard Shortcuts: The authoring tool provides keyboard shortcuts. (Level AA)

  • Intent of the Success Criterion A.3.1.3:
    The intent of this success criterion is to ensure that authors using a keyboard interface can more easily access commonly used functions of the authoring tool in a manner that is appropriate to the operating environment (i.e., desktop systems generally have more keystrokes available to be assigned as shortcuts than mobile devices).
  • Examples that meet the Success Criterion:
    • Non-web-based authoring tool:
      An authoring tool provides keyboard shortcuts for menu of its menu functions as well as access keys in the design of its menus and dialog boxes. The choice of shortcut keys follows platform conventions.
    • Social networking application on a mobile device:
      A social networking application on a mobile device has only a very few keyboard shortcuts available on its targeted devices. These few keyboard shortcuts are used for the most commonly accessed functions of the application (e.g., home, list of friends).
  • Related Resources:
    • The following is a non-exhaustive list of keyboard shortcut conventions for various platforms: @@JS to complete

A.3.1.4 Customize Keyboard Access: The author(s) can customize keyboard access to the authoring tool. (Level AAA)

  • Intent of the Success Criterion A.3.1.4:
    The intent of this success criterion is to ensure that authors using a keyboard interface have the ability to remap the authoring tool's keyboard shortcuts in order to avoid keystroke conflicts, use familiar keystroke combinations and optimize keyboard layout (e.g., for one handed use).
  • Examples that meet the Success Criterion:
    • Non-web-based authoring tool:
      An authoring tool has a keyboard setup utility that lists all of the available keyboard shortcuts and allows authors to associate each with any of the authoring tool's commands (e.g., all of the menu commands).
    • Web-based content management system:
      A content management system has a keyboard setup utility that allows authors to change the access keys that are available during authoring. These access key rebindings are for the authors' use only and do not affect the web content being edited.
    • Social networking application on a mobile device:
      A social networking application has a keyboard setup utility that allows authors to change their keyboard shortcuts for the site. The remapping is saved in site cookies.
  • Related Resources:
    • N/A

Guideline A.3.2 [For the authoring tool user interface] Provide authors with enough time. [Return to Guideline]

Rationale: Some authors who have difficulty typing, operating the mouse, or processing information can be prevented from using systems with short time limits or requiring a fast reaction speed, such as clicking on a moving target.

A.3.2.1 Data Saved: If the authoring tool ends an authoring session due to a time limit (e.g., an authenticated session expires), then the author(s) have the global option to ensure that the web content being edited is saved. (Level A)
Note: For web-based authoring tools, this applies to any web content that has already been submitted to the server by the user agent.

  • Intent of the Success Criterion A.3.2.1:
    The intent of this success criterion is to ensure that the work an author has produced is saved in the event that an authoring session is ended due to a time limit. This is especially important for some authors with disabilities who may take longer to accomplish tasks.
  • Examples that meet the Success Criterion:
    • Web-based content management system:
      A content management system has a login timeout function that automatically logs authors out after 20 minutes of inactivity. The authors' work is automatically saved before they are logged out for inactivity and a numerically incremented file name is used in order to avoid overwriting authors' previously saved versions.
    • Wiki:
      A wiki has an auto-save feature that can be turned on by authors. The auto-save feature always saves before a login timeout.
  • Related Resources:
    • N/A

A.3.2.2 Timing Adjustable: For each time limit that is set by the authoring tool, at least one of the following is true: (Level A)

  • (a) Turn off: The author(s) are allowed to turn off the time limit before encountering it; or
  • (b) Adjust: The author(s) are allowed to adjust the time limit before encountering it over a wide range that is at least ten times the length of the default setting; or
  • (c) Extend: The author(s) are warned before time expires and given at least 20 seconds to extend the time limit with a simple action (for example, "press the space bar"), and the author(s) are allowed to extend the time limit at least ten times; or
  • (d) Real-time Exception: The time limit is a required part of a real-time event (e.g., a collaborative authoring system), and no alternative to the time limit is possible; or
  • (e) Essential Exception: The time limit is essential and extending it would invalidate the activity; or
  • (f) 20 Hour Exception: The time limit is longer than 20 hours.
  • Intent of the Success Criterion A.3.2.2:
    The intent of this success criterion is to ensure that authoring tools provide authors with disabilities adequate time to perform their tasks. Any process that happens without author initiation after a set time or on a periodic basis is a time limit. This includes partial or full updates of the screen (for example, page refresh), or the expiration of a window of opportunity for an author to react to a request for input. It also includes user interface functionality that is advancing or updating at a rate beyond the author's ability to read and/or understand it. In other words, animated, moving or scrolling information introduces a time limit. Generally, turning off time limits is better than customizing the length of time limits, which is better than requesting more time before a time limit occurs. In some cases, however, it is not possible to change the time limit (e.g., a collaborative authoring session) and exceptions are therefore provided for those cases.
  • Examples that meet the Success Criterion:
    • Web-based content management system:
      A content management system has a login timeout function that automatically logs authors out after 20 minutes of inactivity. One minute before the automatic log out, the system notifies authors that the log out will occur unless they cancel the notification (meeting (c)). The system also includes a preference setting that lets authors set the timing of the notification up to 10 minutes before the automatic logout (meeting (b)).
    • Real-time collaborative editing system:
      A collaborative editing system allows multiple authors to edit the same web content document simultaneously. An integral part of the real-time collaborative activity is that any author may edit or delete what others have just authored (meeting (d)).
  • Related Resources:
    • N/A

A.3.2.3 Moving Targets: If a user interface component is moving (e.g., animated vector graphic), then the author(s) have the option to stop the movement. (Level A)

  • Intent of the Success Criterion A.3.2.3:
    The intent of this Success Criterion is to ensure that authors are not prevented from using the authoring tool by a requirement for fast reactions.
  • Examples that meet the Success Criterion:
    • Timeline-based authoring tool:
      A timeline-based interactive web content editor has an indicator of the current position on the timeline that authors can click and drag. When the interactive web content is being previewed, the indicator moves along the timeline which can make it difficult to target with the mouse. In this case, authors can stop the indicator from moving with the "Stop" button.
  • Related Resources:
    • N/A

Guideline A.3.3 [For the authoring tool user interface] Help authors avoid flashing that could cause seizures.[Return to Guideline]

Rationale: Flashing can cause seizures in authors with photosensitive seizure disorder.

A.3.3.1 Static View Option: If an editing view renders time-based content (e.g., animations), the author(s) have the global option of rendering only the initial state of time-based web content. (Level A)

  • Intent of the Success Criterion A.3.3.1:
    The intent of this success criterion is to ensure that authors with photosensitive seizure disorder can use the authoring tool to open time-based web content without risk.
  • Examples that meet the Success Criterion:
    • Blog:
      A blogging tool allows authors to import of video files. Authors have the option to turn off an auto-play feature so that the video files are not played until a "Play" button is activated.
    • WYSIWYG web page editor:
      A WYSIWYG editing view is capable of rendering Javascript in real time. Authors have the option to turn off the real time rendering feature, so that the Javascript is not rendered until a "Play" button is activated.
  • Related Resources:
    • N/A

Guideline A.3.4 [For the authoring tool user interface] Enhance navigation and editing via content structure. [Return to Guideline]

Rationale: Some authors who have difficulty typing or operating the mouse benefit when authoring tools make use of the structure present in web content to simplify the tasks of navigation and editing the content.

A.3.4.1 Edit by Structure: If an editing view displays a structured element set, then the author(s) can select any element in the structured element set and perform editing functions (e.g., cut, copy, paste, presentation) on that element, its contents, and its sub-elements. (Level A)

  • Intent of the Success Criterion A.3.4.1:
    The intent of this success criterion is to ensure that authors can make use of the structure that may be present in the web content that they are editing to read and edit that web content. This is particularly important when authors are editing large amounts of text.
  • Examples that meet the Success Criterion:
    • WYSIWYG web page editor:
      A WYSIWYG editing view allows authors to select and manipulate elements. When an element is selected, any content, including sub-elements, of the element are also selected. When authors perform a function on their selections, the scope of the function and the resulting outcome depends on the nature of the function.
      • Some functions target the entire selection (i.e., element, content and sub-elements). For example, when a <table> element is selected and the "delete" operation is performed, the entire table is deleted including sub-elements (tr and td) and any text content etc. within the table.
      • Some functions that only target the top level element of the selection (i.e., element). For example, "strip element tags" deletes the markup of the top level element without affecting its sub-elements or content.
      • Some functions only target the content, including sub-elements of the top level element of the selection without having any affect on the markup of that top level element. For example, “replace contents” is a variant of "paste" in which the sub-elements and content of the selected element are replaced.
  • Related Resources:
    • N/A

A.3.4.2 Navigate By Element Type: If an editing view displays a structured element set, then the author(s) can move the editing focus forward or backward to the next instance of the same element. (Level AA)

  • Intent of the Success Criterion A.3.4.2:
    The intent of this Success Criterion is to ensure that authors using a keyboard interface can navigate effectively within structured web content.
  • Examples that meet the Success Criterion:
    • Search by element:
      An authoring tool includes a search function mode that enables authors to search forwards or backwards by the names of elements. When a searched-for element exists, it is selected in the editing view, enabling authors to immediately edit the element. In addition, the search can be customized to search by attributes, etc.
      Figure: A "Find and Replace" dialog box is shown configured to find the "element" with the name "img", "with attribute" "height" "equal to" "100", where each value in quotation marks is editable. The replacement action is to "set attribute" "height" to "50". The following checkbox options are available "match case", "ignore white space" and "search text alternatives". The dialog box also includes the following buttons "Find Next", "Find all", "Replace", "Replace All", "Close" and "Help". (Source: mockup by AUWG)
      See the example caption above for description.
  • Related Resources:
    • N/A

A.3.4.3 Navigate By Headings: If an editing view displays a structured element set, then the author(s) can move the editing focus to the heading before or the heading after the element. (Level AA)

  • Intent of the Success Criterion A.3.4.3:
    The intent of this success criterion is to ensure that authors using a keyboard interface can navigate effectively within web content that is structured using multiple levels of headings.
  • Examples that meet the Success Criterion:
    • Search by any header element:
      An authoring tool includes a search function mode that enables authors to search forwards or backwards by "any header element". For example, in HTML4 this would be h1, h2, h3, h4, h5, and h6. When a searched-for header element exists, it is selected in the editing view, enabling authors to immediately edit the element.
  • Related Resources:
    • N/A

A.3.4.4 Navigate Tree Structures: If an editing view displays a structured element set, then the author(s) can move the editing focus from any element to the following other elements in the structured element set (if they exist): (Level AA)

  • (a) Parent: The element immediately above; and
  • (b) Child: The first element immediately below; and
  • (c) Previous Sibling: The element immediately preceding at the same level; and
  • (d) Next Sibling: The element immediately following at the same level.
  • Intent of the Success Criterion A.3.4.4:
    The intent of this success criterion is to ensure that authors using a keyboard interface can use the structure that is inherent in certain types of web content to increase efficiency of their navigation. For example, when working with a table, the length and complexity of the table markup can become a barrier to simple keyboard navigation (e.g., navigating through the markup code using only the arrow keys). Instead, navigation is greatly improved if the relationships in the markup can be leveraged, as when authors can move focus from the last row element in a table up to the table element with a single keyboard command.
  • Examples that meet the Success Criterion:
    • Source content editing view:
      A source content editing view supports authors by providing the ability to use keyboard shortcuts to move the focus from any element (e.g., table row) to:
      • the element that contains it (e.g., table),
      • to the first sub-element that it contains (e.g., table data cell),
      • to the element immediately preceding it as a sub-element of the same parent element (e.g., previous table row),
      • and to the element immediately following it as a sub-element of the same parent element (e.g., next table row).
    • Customizing widgets:
      An authoring tool enables authors to add and customize javascript widgets in its WYSIWYG editing view. Authors can use the keyboard to navigate through the elements that make up the widget to set the properties or appearance of the widget. For example, in a slider widget, the keyboard can be used to select the background, the line, the line ticks or the thumb marker of the slider.
    • Outline view:
      An "outline" or "structure" editing view is provided that organizes structured element sets being edited into a document tree. In this editing view, only the arrow keys are required for navigation between the parent, child and sibling elements.
  • Related Resources:
    • N/A

Guideline A.3.5 [For the authoring tool user interface] Provide text search of the content. [Return to Guideline]

Rationale: Some authors who have difficulty typing or operating the mouse benefit from the ability to navigate to arbitrary points within the web content being authored.

A.3.5.1 Text Search: The author(s) can perform text searches of web content in which all of the following are true: (Level AA)

  • (a) Search All Editable: The search can be within any information that is text and that the authoring tool can modify (e.g., text content, text alternatives for non-text content, metadata, markup elements and attributes, etc.); and
    Note: If the current editing view is not able to display the results of a search then the authoring tool may switch to a different editing view to display the results (e.g., to a source content editing view to display search results within markup tags).
  • (b) Bi-Directional: The search can be made forwards or backwards; and [UAAG 2.0]
  • (c) Case Sensitive: The search can be in both case sensitive and case insensitive modes [UAAG 2.0]
  • Intent of the Success Criterion A.3.5.1:
    The intent of this success criterion is to ensure that authors can efficiently find the web content they wish to edit.
  • Examples that meet the Success Criterion:
    • Basic text search:
      An authoring tool provides a WYSIWYG editing view as well as a properties pane for certain object properties (e.g., the color of text, alternative text labels for images, etc.). The authoring tool provides bi-directional, case sensitive searching for plain text sequences within the rendered web content and within the object property values. Search results within the object property values are displayed by selecting the object in the WYSIWYG editing view and putting focus on the appropriate value in the property pane.
    • Advanced text search:
      An authoring tool's basic text search feature is augmented by more advanced search options, such as:
      • replacement,
      • wildcard characters,
      • whole word matching,
      • search repetition, and
      • highlighting of all occurrences.
    • Metadata editor:
      A metadata editor provides bi-directional, case sensitive searching for plain text sequences within textual metadata fields (e.g., title, description, author, etc.).
  • Related Resources:
    • N/A

Guideline A.3.6 [For the authoring tool user interface] Manage preference settings. [Return to Guideline]

Rationale: Providing the ability to save and reload sets of keyboard and display preference settings benefits authors who have needs that differ over time (e.g., due to fatigue).

A.3.6.1 Save Settings: Preference settings are stored for any of the following that the authoring tool controls (i.e., not controlled by the platform): (Level AA)

  • Intent of the Success Criterion A.3.6.1:
    The intent of this success criterion is to ensure that authors' preference settings for keyboard and display settings do not need to be reset for each authoring session.
  • Examples that meet the Success Criterion:
  • Related Resources:
    • N/A

A.3.6.2 Multiple Sets: Choosing between multiple sets of preferences (e.g., personal profiles, personal settings) are supported for any of the following that the authoring tool controls (i.e., not controlled by the platform): (Level AAA)

  • Intent of the Success Criterion A.3.6.2:
    The intent of this success criterion is to ensure that authors whose personal preferences vary over time (e.g., due to fatigue) can easily select from a series of pre-set preferences for keyboard and display settings.
  • Examples that meet the Success Criterion:
    • Basic multiple profiles:
      An authoring tool allows the various configurations of preference settings to be stored as different profiles that authors can switch between at any time. The stored preference settings include all keyboard and display settings that are specific to the authoring tool (i.e., are not controlled by the platform).
    • Portable profiles:
      An authoring tool's basic multiple profiles feature is augmented by the ability for authors to save the profiles as separate files. This allows authors to move configurations between instances of the authoring tool on different systems or to share the configuration files with other authors with similar requirements.
  • Related Resources:
    • N/A

A.3.6.3 Options Assistance: The authoring tool includes a mechanism to help the author(s) configure options related to Part A. (Level AAA)

  • Intent of the Success Criterion:
    The intent of this success criterion is to ensure that authoring tools provides assistance to authors in configuring any options related to the accessibility of the user interface. This assistance will be should include extra assistance resolving any incompatibilities between options (e.g., prevent the same color being used for the foreground and background).
  • Examples that meet the Success Criterion:
    • Options setting wizard:
      An authoring tool includes a wizard that takes authors step-by-step through the accessibility options, providing explanations and previews of how the options will change the display. The wizard follows an interview format, first asking authors about general areas (e.g., seeing the screen, using the keyboard) and then becoming more detailed (e.g., text size, text color, etc.).
  • Related Resources:
    • N/A

Guideline A.3.7 [For the authoring tool user interface] Ensure that previews are as accessible as existing user agents. [Return to Guideline]

Rationale: Preview features are provided in many authoring tools because the workflow of authors often includes periodically checking how user agents will display the web content to end users. Authors with disabilities need to be able to follow the same workflow.

A.3.7.1 Return Mechanism: If a preview is provided, then it is possible for the author(s) to return from the preview using only keyboard commands. (Level A)

A.3.7.2 Preview: If a preview is provided, then at least one of the following is true: (Level A)

  • (a) Existing User Agent: the preview makes use of an existing user agent that is specified in the conformance claim (e.g., opening the content in a third-party browser, browser component, video player, etc.); or
  • (b) Part A.1: the preview meets all of the Level A guidelines in Principle A.1 of this document; or
  • (c) UAAG: the preview conforms to the User Agent Accessibility Guidelines [UAAG].

PRINCIPLE A.4: Editing views must be understandable

Guideline A.4.1 [For the authoring tool user interface] Help users avoid and correct mistakes. [Return to Guideline]

Rationale: Some authors who have difficulty making fine movements may be prone to making unintended actions.

A.4.1.1 Undo Content Changes: Authoring actions are either reversible by an "undo" function or include a warning to authors that the action is irreversible. (Level A)
Note 1: It is acceptable to collect text entry actions (e.g., typed words, a series of backspaces) into a single reversible authoring action.

Note 2: It is acceptable for certain committing actions (e.g., "save", "publish") to make all previous authoring actions irreversible.

  • Intent of the Success Criterion A.4.1.1:
    The intent of this success criterion is to help authors with disabilities avoid serious consequences in the web content that they are editing as the result of a mistake while performing authoring actions.
  • Examples that meet the Success Criterion:
    • Non-web-based authoring tool:
      An authoring tool has an "Undo" action under the "Edit Menu". Activating the undo action reverses the previous action authoring action. Activating undo again undoes the previous authoring action and so on.
    • Web-based content management system:
      A web-based content management system supports two types of undo. The first type of undo is that text entry actions into text fields can be undone using the undo feature of the user agent (cited in the conformance claim). The second type of undo is that "Cancel" buttons are available in case the author is not satisfied with the result of ending some content. However, to avoid the "Cancel" button being pressed accidentally, authors have the option of having confirmation dialogs displayed when "Cancel" is a activated.
  • Related Resources:
    • N/A

A.4.1.2 Undo Setting Changes: Actions that modify authoring tool settings are either reversible or include a warning to authors that the action is irreversible. (Level A)

  • Intent of the Success Criterion A.4.1.2:
    The intent of this success criterion is to help authors with disabilities avoid making the authoring tool unusable to them as the result of making a mistake while installing the program or modifying preference settings.
  • Examples that meet the Success Criterion:
    • All reversible :
      All of the preference setting changes in an authoring tool are reversible, by revisiting the preference setting utility and adjusting the settings. In order to make it easier for authors to start over if they make mistakes, a "restore default settings" button is made available.
  • Related Resources:
    • N/A

A.4.1.3 Redo: Authors can immediately reverse the most recent "undo" action(s) (i.e., a "redo" function). (Level AA)

  • Intent of the Success Criterion:
    The intent of this success criterion is to ensure that an inadvertent "undo" can be reversed.
  • Examples that meet the Success Criterion:
    • Web-based content management system:
      In the "Web-based content management system" example in A.4.1.1, the content management system supports two types of redo. The first type of redo uses the redo feature of the user agent (cited in the conformance claim) to redo text entry that has been "undone". The second type of redo is that for the "Cancel" buttons that allow authors to discard all changes to some content, authors have the option of having confirmation dialogs displayed when "Cancel" is a activated. If the author answers "no" when asked to confirm, the "Cancel" action not performed.
  • Related Resources:
    • N/A

Guideline A.4.2 [For the authoring tool user interface] Document the user interface including all accessibility features. [Return to Guideline]

Rationale: Some authors may not be able to understand or operate the authoring tool user interface without proper documentation.

See Also: The accessibility of the documentation is covered by Guideline A.1.1 and Guideline A.1.2.

A.4.2.1 Document Accessibility Features: All features that are specifically required to meet Part A of this document (e.g. keyboard shortcuts, text search, etc.) are documented. (Level A)

  • Intent of the Success Criterion:
    The intent of this success criterion is to ensure that authors that need to use the accessibility features of the authoring tool user interface can easily find specific instruction in the documentation.
  • Examples that meet the Success Criterion:
    • Accessibility Features :
      An authoring tool includes documentation for the following topics. The documentation is grouped together into an "Accessibility Features" chapter in the help system, and is also linked in context from the various features within the authoring tool:
      • how to customize display settings
      • what keyboard shortcuts are available, including navigation keys
      • how to customize keyboard shortcuts
      • how to avoid keyboard traps
      • how to extend time limits
      • how to use the search features
      • how to undo/redo
      • how to set accessibility-related options, such as turning off auto-play
  • Related Resources:
    • N/A

A.4.2.2 Document All Features: All features of the authoring tool are documented. (Level AA)

  • Intent of the Success Criterion:
    The intent of this success criterion is to ensure that authors who need additional support to learn to operate an authoring tool can easily access instructions.
  • Examples that meet the Success Criterion:
  • Related Resources:
    • N/A

PART B: Support the production of accessible content

Applicability Notes:

  1. Author Availability: Any Part B success criteria that refer to authors only apply during authoring sessions.
  2. Responsibility After Authoring Sessions: Authoring tools are not responsible for web content accessibility problems that result from carrying out instructions made by authors during authoring sessions (e.g., the content of a third-party feed specified by the author). Authoring tools are responsible if the web content accessibility problems are automatically generated (e.g., when the developer of a content management system updates its site-wide templates).
  3. Existing Technologies: The Part B success criteria in only apply to support for production of web content using the web content technologies that are included in the conformance claim.
  4. Authoring Systems: As per the ATAG 2.0 definition of authoring tool, several software tools (identified in the conformance claim) can be used in conjunction to meet the requirements of Part B. (e.g., an authoring tool could make use of a third-party software accessibility checking and repair tool).

PRINCIPLE B.1: Production of accessible content must be enabled

Guideline B.1.1 Support web content technologies that enable the creation of content that is accessible. [Return to Guideline]

Rationale: For the purposes of this document, WCAG 2.0 defines the accessible web content requirements. To support accessible web content production, at minimum, it must be possible to produce web content that complies to WCAG 2.0 using the authoring tool.

B.1.1.1 Accessible Content Production (Level A): The author(s) can use the authoring tool to produce web content that conforms to WCAG 2.0 Level A.

B.1.1.2 Accessible Content Production (Level AA): The author(s) can use the authoring tool to produce web content that conforms to WCAG 2.0 Level AA.

  • See Techniques for B.1.1.1 using WCAG 2.0 Level AA.

B.1.1.3 Accessible Content Production (Level AAA): The author(s) can use the authoring tool to produce web content that conforms to WCAG 2.0 Level AAA.

  • See Techniques for B.1.1.1 using WCAG 2.0 Level AAA.

Guideline B.1.2 Ensure that the authoring tool preserves accessibility information. [Return to Guideline]

Rationale: Accessibility information is critical to maintaining comparable levels of accessibility between the input and output of transformations and conversions.

B.1.2.1 End Product Preserves Accessibility Information: If the web content technology of the output of a transformation or conversion can preserve recognized accessibility information that is required for that web content to conform to WCAG 2.0 Level A, then the accessibility information is preserved and available for end users in the end product of the transformation or conversion. (Level A)

  • Intent of the Success Criterion B.1.2.1:
    The intent of this success criterion is to ensure that, when technically possible, any accessibility information that authors have made the effort to include in web content is still available to end users after the web content has been transformed within a web content technology or converted into another web content technology.
  • Examples that meet the Success Criterion:
    • Similar data structures:
      A conversion tool preserves accessibility information in similar data structures, whenever possible. For example:
      • when converting between HTML and SVG, the contents of alt attributes are stored in desc attributes
      • when saving a word-processor format to markup, headings and list items are transformed into appropriate structural markup
    • Dissimilar but accessible:
      A conversion tool preserves accessibility information in a dissimilar, but accessible way, when similar data structures are not available. For example:
      • when transforming a SMIL presentation with a closed-caption text track into a video-only format, authors have the option of an open-captioned video
      • when transforming a table to a list, table headings are transformed into headings and summary or caption information is retained as rendered text content
      • when saving a word-processing format to markup, specialized document features (i.e., footnotes, endnotes, call-outs, annotations, references, etc.) are retained as rendered text content with two-way linking.
    • Authors control:
      A conversion tool allows authors to edit the conversion rules to specify the way that presentation conventions are to be converted into structural markup.
  • Related Resources:
    • N/A

B.1.2.2 End Product Cannot Preserve Accessibility Information: If the web content technology of the output of a transformation or conversion cannot preserve recognized accessibility information that is required for the end product of the transformation or conversion to conform to WCAG 2.0 Level A, then at least one of the following are true: (Level A)

B.1.2.3 Accessibility Information Preservation (Enhanced): If the authoring tool performs transformations or conversions during an authoring session, then any accessibility information in the pre-transformation/conversion content that is required for the end product of the transformation or conversion to conform to WCAG 2.0 Level AA or AAA is preserved and available for end users. (Level AA)

  • Intent of the Success Criterion B.1.2.3:
    The intent of this success criterion is to set out an enhanced preservation requirement (at Level AA) in which authoring tools only offer authors transformations and/or conversions that preserve accessibility information that will be needed to make the end product accessible.
  • Examples that meet the Success Criterion:
    • Preserving secondary audio tracks:
      A multimedia authoring tool is capable of converting video formats that include secondary audio tracks, that may contain audio descriptions, into video formats that support only one audio track. In these cases, the author is provided with options to preserve the information in the secondary audio track by either (1) combining the two audio tracks into the one remaining audio track or (2) moving the secondary audio track into a separate audio file that is associated with the resulting video file using SMIL.
  • Related Resources:
    • N/A

B.1.2.4 Notification Prior to Deletion: If the authoring tool automatically deletes any author-generated content for any reason, then at least one of the following is true: (Level AA)

Guideline B.1.3 Ensure that automatically generated content is accessible. [Return to Guideline]

Rationale: Authoring tools that automatically generate content that is not accessible impose additional repair tasks on authors.

See Also: If accessibility information is required from authors during the automatic generation process, see Guideline B.2.1. If templates or other pre-authored content are involved, see Guideline B.2.5.

B.1.3.1 Automatic Accessible (Level A): If the authoring tool automatically generates content, then that web content meets WCAG 2.0 Level A prior to publishing. (Level A)
Note 1: This success criterion (as well as B.1.3.2 and B.1.3.3) applies to the automated behavior specified by the authoring tool developer under the assumption that the author(s) will respond properly to any prompts.
Note 2: This success criterion (as well as B.1.3.2 and B.1.3.3) does not apply when actions of the author(s) prevent generation of accessible web content (e.g., the author(s) might set less strict preferences, ignore prompts for accessibility information, provide faulty accessibility information, write their own automated scripts, etc.).

B.1.3.2 Automatic Accessible (Level AA): If the authoring tool automatically generates content, then that web content meets WCAG 2.0 Level AA prior to publishing. (Level AA)

  • See Techniques for B.1.3.1 using WCAG 2.0 Level AA.

B.1.3.3 Automatic Accessible (Level AAA): If the authoring tool automatically generates content, then that web content meets WCAG 2.0 Level AAA prior to publishing. (Level AAA)

  • See Techniques for B.1.3.1 using WCAG 2.0 Level AAA.

PRINCIPLE B.2: Authors must be supported in the production of accessible content

Guideline B.2.1 Guide authors to create accessible content. [Return to Guideline]

Rationale: By guiding authors from the outset towards the creation and maintenance of accessible web content, web content accessibility problems are mitigated and less repair effort is required.

B.2.1.X Decision Support: If the authoring tool presents choices to the author(s), provide information to assist the author in making choices that enable the content to conform to WCAG 2.0. (Level A) @@decision-support SC@@

  • Intent of the Success Criterion B.2.1.X:
    The intent of this Success Criterion is to ensure that correct accessibility decisions are made from the start, which reduces the resources required for correction.
  • Examples that meet the Success Criterion:
    • Choosing between calendar widgets:
      An author, using a content management system, adds a date field. The system prompts the user to choose a calendar widget that will appear to the end-user when they use the date field. All choices that conform to WCAG 2.0 are labeled as accessible. Choices that do not conform include warnings to the author.
    • Accessibility fields for a table:
      An author inserts a table using an HTML authoring tool. The authoring tool displays a dialog box that prompts the author for the number of rows and columns and also for accessibility fields such as caption and summary. The author is not required to fill in the accessibility fields to continue, but help text accompanying the fields explains the importance of the fields for accessibility.
    • Help on proper use of accessibility fields:
      An author inserts an image into some content and is provided with a field for entering an alternative text label and a means for identifying that the role of the image is decorative. Help text is provided to explain how and when to use these fields in order to conform to WCAG 2.0.
  • Related Resources:

B.2.1.1 Set Accessible Properties: Mechanisms that set the properties of web content (e.g., attribute values, etc.) include the ability to set the accessibility-related properties. (Level A)

  • Intent of the Success Criterion B.2.1.1:
    The intent of this success criterion is to ensure that if authoring tools only allow authors the ability to modify a subset of the properties of a content element, the properties required for conformance to WCAG 2.0 are included in the subset.
  • Examples that meet the Success Criterion:
    • Context sensitive properties:
      A markup authoring tool includes a context sensitive properties pane that displays property fields for the most common subset of attributes associated with the markup element that currently has focus in the editing view. The attributes that are required for WCAG 2.0 are included in the subset.
  • Related Resources:
    N/A

B.2.1.2 Other Technologies: If the authoring tool enables web content to be inserted that the authoring tool cannot be used to edit, then provide the author(s) with the option to insert or associate accessibility information. (Level A)

  • Intent of the Success Criterion:
    The intent of this success criterion is to ensure that when web content technologies can only be imported or integrated (but not edited), authoring tools still provide a mechanism for associating needed accessibility information. Many authoring tools make a distinction between technologies that the authoring tool uses to edit web content and technologies that can only be imported or integrated. For example, most HTML editors can insert images into web pages without the ability to edit the images. In situations where web content is imported or integrated that cannot be edited, the authoring tool can support accessibility by inserting or associating accessibility information using technologies that it does have the ability to edit.
  • Examples that meet the Success Criterion:
    • Time-based media alternatives:
      A SMIL authoring tool lets authors create multimedia presentations by pulling together video, audio and timed text objects on to a timeline, even though the tool has no built-in ability to edit these objects. When authors specify information about video to be inserted, they are also provided with the opportunity to associate a timed text object (for captions), an audio object (for audio description) and a secondary video (for sign language interpretation). When authors specify information about audio to be inserted, they are also provided with the opportunity to associate a timed text object (for captions) and a video (for sign language interpretation).
    • Data table for a bar graph:
      A learning content managment system has a feature that lets authors insert figures. The feature accepts images, even though the authoring tool has no built-in ability to edit images, but as part of the "figure properties" the authors can identify the figure as a graph. If they choose this option, then the system assists the authors in creating an accompanying data table using the values used to create the graph.
  • Related Resources:


Guideline B.2.2 Assist authors in checking for accessibility problems. [Return to Guideline]

Rationale: Accessibility checking as an integrated function of the authoring tool helps make authors aware of web content accessibility problems during the authoring process, so they can be immediately addressed.

See also: For more information on checking, see ATAG 2.0 Techniques - Appendix B: Levels of Checking Automation.

B.2.2.1 Check Accessibility (Level A): At least one individual check is associated with each WCAG 2.0 Level A Success Criterion that the authoring tool has the functionality to modify web content to meet (e.g., an HTML authoring tool that inserts images should check for alt text; a video authoring tool with the ability to edit text tracks should check for captions). (Level A)
Note: While automated checking or more advanced implementations of semi-automated checking may improve the authoring experience, manual checking is the minimum requirement to meet this success criterion (as well as B.2.2.4 and B.2.2.10).

  • Intent of the Success Criterion B.2.2.1:
    The intent of this success criterion is to ensure that authors are supported in discovering web content accessibility problems in the web content that they are editing. This is critical if these issues are to be addressed prior to publishing. The requirement to individually check WCAG 2.0 success criteria is intended to prevent manual checks from being worded in excessively general ways (e.g., "does the page meet all of the requirements?"). The success criterion does not specify how multiple instances of the same problem should be handled, because this will usually depend on the nature of the problem and the degree of automation in the checking and repair features of the authoring tool. Some problems are limited to one or just a few elements and lend themselves to automated or semi-automated reporting of each instance (e.g, missing labels), while other problems extend across many elements and are sometimes best checked globally (e.g., reading level, etc.). The note about manual checking is intended to recognize that the current state of technology does not allow every web content accessibility problem to be identified automatically.
  • Examples that meet the Success Criterion:
    • Markup processing checker :
      An accessibility checking tool includes automated for web content accessibility problems that can be detected from markup alone. The tool includes semi-automated checking where potential instances can be detected from the markup but where an understanding of the content is required to make a final decision. In cases where markup processing is little or no use in detecting problems, manual instructions are included for authors to follow in identifying whether the relevant WCAG 2.0 success criterion has been met.
    • Content processing checker:
      An accessibility checking tool goes beyond markup processing by applying content processing heuristics, such as:
      • Image processing to detect whether foreground and background contrast levels are sufficient or whether images are blank.
      • Text processing to calculate reading levels and detect changes in human language.
  • Related Resources:

B.2.2.2 Availability: Checking is available prior to publishing in a manner appropriate to the workflow of the authoring tool. (Level A)

  • Intent of the Success Criterion B.2.2.2:
    The intent of this success criterion is to ensure that accessibility checking is an integral part of the normal workflow of authoring tools, similar to checking for other content issues (e.g., spelling, syntax, validation, security). If authors are made aware of the web content accessibility problems in their web content as a normal part of their workflow, the issues are more likely to be repaired before the web content is published. Through this process, authors will become more aware of accessible authoring practices.
  • Examples that meet the Success Criterion:
    • Check-as-you-type:
      An authoring tool continuously checks the web content being edited and highlights problems as the authors work.
      Figure: A WYSIWY authoring tool is shown with check-as-you-type accessibility checking activated. Two elements on the page have been highlighted as having problems: an image is surrounded by a blue squiggly line and a line of text is underlined by the same style of blue squiggly line. (Source: mockup by AUWG)
      See the example caption above for description.

    • Checking on demand:
      An authoring tool provides accessibility checking from a menu item that is always available.
    • Prompt to check before publishing:
      An authoring tool automatically performs an accessibility check if authors choose to close or publish the web content and informs the authors of the results.
  • Related Resources:

B.2.2.3 Help Authors Decide: For any checks that require author judgment to determine whether a potential web content accessibility problem is correctly identified (i.e., manual checking and semi-automated checking), instructions are provided to help authors to decide whether it is correctly identified. (Level A)

  • Intent of the Success Criterion:
    The intent of this success criterion is to ensure that authors, who in many cases will lack accessibility knowledge, will be able to make adequate judgments. If this is not the case, authors may miss web content accessibility problems that do exist and/or mistakenly identify problems that do not exist.
  • Examples that meet the Success Criterion:
    • Questions answered:
      Instructions are formulated to answer the following questions: "What part of the content should be examined?" and "What is present or absent that is causing the problem?".
    • Variety of views:
      When author judgements would be enhanced by modified views of the web content being edited, an accessibility browser toolbar is used to provide various previews, such as:
      • an alternative content view (with images and other multimedia replaced by any alternative content)
      • a monochrome view (to test contrast)
      • a text to speech view (to test the availability of text alternatives)
      • no scripts view
      • no frames view
      • no style sheet view
    • Judgments saved:
      An authoring tool saves author judgments for manual checks and only prompts for new judgments after the author has made substantial changes.
  • Related Resources:
    • How to Meet WCAG 2.0.

B.2.2.4 Help Authors Locate: For any checks that require author judgment to determine whether a potential web content accessibility problem is correctly identified (i.e., manual checking and semi-automated checking), the relevant web content is identified (e.g., displaying the web content, displaying line numbers, etc.) (Level AA)

B.2.2.5 Check Accessibility (Level AA): At least one individual check is associated with each WCAG 2.0 Level AA Success Criterion that the authoring tool has the functionality to modify web content to meet. (Level AA)

  • See Techniques for B.2.2.1 using WCAG 2.0 level AA.

B.2.2.6 View Status: If the authoring tool records web content accessibility problems found during checking, then a list of any problems is available to authors prior to the end of the authoring session. (Level AA)

  • Intent of the Success Criterion:
    The intent of this success criterion is to ensure that an overview of the accessibility status of web content is present to enable authors to assess their repair options, monitor progress and manage reporting.
  • Examples that meet the Success Criterion:
  • Related Resources:
    • N/A

B.2.2.7 Save Status for Repair: If repair assistance is not provided during checking, then authors have the option to save a list of web content accessibility problems to facilitate interoperability between checking and repair. (Level AA)

  • Intent of the Success Criterion:
    The intent of this success criterion is to encourage interoperability between checking and repair, even when more seamless checking and repair workflows (which are usually preferable) are not possible for whatever reason. Saving the status in a human-readable format facilitates manual repair as well as monitoring progress and managing reporting.
  • Examples that meet the Success Criterion:
    • Save out accessibility status:
      An accessibility checker has an accessibility status feature (in order to meet success criterion B.2.2.6) that lists the web content accessibility problems in the web content along with the line number of the first element involved. This feature has a "save" function that allows list of problems to be saved out as a text file.
    • Web-based checker:
      A web-based accessibility checker has an accessibility status feature (in order to meet success criterion B.2.2.6) that lists the web content accessibility problems in the web content along with the line number of the first element involved. The page can then be saved using the "save" function in the user agent (that is cited in the conformance claim).
  • Related Resources:
    • N/A

B.2.2.8 Metadata for Discovery: If the authoring tool records the accessibility status of web content, then authors have the option to associate this status with the web content as metadata to facilitate resource discovery by end users. (Level AA)

  • Intent of the Success Criterion:
    The intent of this success criterion is to facilitate the creation of accessibility metadata that can be used some content management systems to match end user accessibility preferences with suitably designed web content.
  • Examples that meet the Success Criterion:
    • Saving AccessForAll:
      An accessibility checker has an accessibility status feature (in order to meet success criterion B.2.2.6) that lists the web content accessibility problems in the web content. The feature provides an option of storing accessibility status information using the IMS AccessForAll Meta-data mechanism [ACCESSFORALL].
  • Related Resources:
    • N/A

B.2.2.9 Metadata for Repair: If repair assistance is not provided during checking, then authors have the option to save a metadata listing of the web content accessibility problems to facilitate interoperability between checking and repair. (Level AAA)

  • Intent of the Success Criterion:
    The intent of this success criterion is the same as for B.2.2.8 except that for B.2.2.9 the information is to be provided in a machine-readable format, which facilitates automated repair and semi-automated repair.
  • Examples that meet the Success Criterion:
    • Saving EARL:
      An accessibility checker has an accessibility status feature (in order to meet success criterion B.2.2.6) that lists the web content accessibility problems in the web content. In addition to the text file "save' function (in order to meet success criterion B.2.2.7), the feature provides authors with the option of storing the accessibility status information using the Evaluation and Repair Language [EARL].
  • Related Resources:
    • N/A

B.2.2.10 Check Accessibility (Level AAA): At least one individual check is associated with each WCAG 2.0 Level AAA Success Criterion that the authoring tool has the functionality to modify web content to meet. (Level AAA)

  • See Techniques for B.2.2.1 using WCAG 2.0 level AAA.

Guideline B.2.3 Assist authors in repairing accessibility problems. [Return to Guideline]

Rationale: Repair as an integral part of the authoring process greatly enhances the utility of checking and increases the likelihood that accessibility problems will be properly addressed.

See also: For more information on repair , see ATAG 2.0 Techniques - Appendix C: Levels of Repair Automation.

B.2.3.1 Repair Accessibility (Level A): For each WCAG 2.0 Level A web content accessibility problem that is identifiable during checking (required in Guideline B.2.2), repair assistance is provided. (Level A)
Note: While automated repair assistance or more advanced implementations of semi-automated repair assistance may improve the authoring experience, manual repair assistance is the minimum requirement to meet this success criterion (as well as success criteria B.2.3.2 and B.2.3.3).

  • Intent of the Success Criterion:
    The intent of this success criterion is to ensure that authors are given a method to repair identifiable web content accessibility problems. Allowing manual repair assistance to meet this success criterion is intended to take into account the difficulty of automatically or semi-automatically repairing certain types of accessibility problems (e.g., ensuring clear link text).
  • Examples that meet the Success Criterion:
    • Technique B.2.3.1-1 [Sufficient]:
      For each potential accessibility problem identified by the checking function (required in Guideline B.2.2), providing repair instructions that an author (with sufficient skill and knowledge to use the rest of the tool) could follow to correct the problem. At the authoring tool developer's discretion, semi-automated repairs (that prompts the author for required information) or automated repairs (that are able to complete the repair without prompting the author) may be substituted.
    • Technique B.2.3.1-2 [Advisory]:
      Providing as much automated repair as possible. Where necessary provide semi-automated repairing (see Appendix C: Levels of Repair Automation). Where neither of these options is possible, provide manual repairing.
    • Technique B.2.3.1-3 [Advisory]:
      When appropriate, reusing affected elements' property editing mechanisms. This has the advantage that the author is already somewhat familiar with the interface. However, this practice does not necessarily focus the author's attention on the dialog control(s) that are relevant to the required correction.
    • Technique B.2.3.1-4 [Advisory]:
      Implementing a special-purpose correcting interface, analogous to a spelling or grammar checker, that includes only the input field(s) for the information currently required. Additional information and tips that the author may require in order to properly provide the requested information can be added.
      • Example: A special-purpose correction interface supports the author's repair task by providing (1) a short description of the problem (here: "Missing Alternate Text Label for an Image"), (2) a preview (here: the "earthrise" image that is missing a label), (3) tips for performing the repair (here: "Alternate text should be 10 words or less and should include any text in the image."; "Image buttons should have alternate text that describes the button function."; and "Image bullets should have "bullet" as alternate text."), and (4) an offered semi-automated repair in an editable drop-down box (here: "An earth rise as seen from the moon"). (Source: mockup by AUWG)
        See the example caption above for description.
      Technique B.2.3.1-5 [Advisory]:
      Presenting accessibility problems and repair options in a sequential manner analogous to a typical spelling or grammar checking "wizard". Because of the wider range of problems an accessibility checker needs to handle (i.e., missing text, missing structural information, improper use of color, etc.), the interface template will likely need to be especially flexible.
      • Example: A sequential accessibility checker. The special-purpose correction interface from the previous example is supplemented by a progress indicator ("5 of 25") and navigation buttons to move backwards ("back") and forwards ("skip") through the list of repair tasks. Buttons to "repair", get "help" and "cancel" are also provided. (Source: mockup by AUWG)
        See the example caption above for description.
      Technique B.2.3.1-6 [Advisory]:
      Where an authoring tool is able to detect site-wide problems, allowing the author to make site-wide corrections. This should not be used for alternative content when the function is not known with certainty (see Guideline B.2.4).
    • Technique B.2.3.1-7 [Advisory]:
      Providing a mechanism for authors to navigate sequentially among uncorrected accessibility problems. This allows the author to quickly scan accessibility problems in context.
  • Related Resources:
    • Techniques for Accessibility Evaluation and Repair Tools [AERT] Public Working Draft document for evaluation and repair algorithms.

B.2.3.2 Repair Accessibility (AA): For each WCAG 2.0 Level AA web content accessibility problem that is identifiable during checking (required in Guideline B.2.2), repair assistance is provided. (Level AA)

  • See Techniques for B.2.3.1 using WCAG 2.0 Level AA.

B.2.3.3 Repair Accessibility (AAA): For each WCAG 2.0 Level AAA web content accessibility problem that is identifiable during checking (required in Guideline B.2.2), repair assistance is provided. (Level AAA)

  • See Techniques for B.2.3.1 using WCAG 2.0 Level AAA.

Guideline B.2.4 Assist authors with managing alternative content for non-text content. [Return to Guideline]

Rationale: Improperly generated alternative content can create accessibility problems and interfere with accessibility checking.

See also: This guideline applies when non-text content is specified by the author(s) (e.g., an author inserts an image). When non-text content is automatically added by the authoring tool, see Guideline B.1.3.

B.2.4.1 Editable: Authors are able to modify alternative content for non-text content. This includes types of alternative content that may not typically be displayed on screen by user agents. (Level A)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that authors can add alternative content for non-text objects and modify that alternative text in the future. If the type of alternative content (e.g., alternative text) is not displayed by a WYSIWYG editing view, another mechanism is provided for modifying that content.
  • Examples that meet the Success Criterion:
    • ???:
      ???
  • Technique B.2.4.1-1 [Sufficient]: Proving editing mechanisms for all applicable alternative content types in a properties editor.
  • Technique B.2.4.1-2 [Sufficient]: Providing a mechanism for the author to accept, modify, or reject any alternative content that the authoring tool supplies during the insertion process.
  • Technique B.2.4.1-3 [Advisory]: Allowing the author to accept patterns of future uses of an alternative content under certain conditions (e.g., whenever the same non-text content is marked with the same semantic role).
  • Technique B.2.4.1-4 [Advisory]: If the author changes the alternative equivalent for non-text content, asking the author whether all instances of the non-text content with the same known function should also be updated.
  • Technique B.2.4.1-5 [Advisory]: Providing an editing capability for any alternative content managed by the tool.
    • Example: A text equivalents registry viewer allows the author to query and edit the various text equivalents stored in the registry. For maximum flexibility, the design takes into account multiple non-text content objects of the same name, multiple types of text equivalents for each non-text content object, and multiple versions of each text equivalent type. In the viewer shown here, the author has selected "image" as the "media type" and then selected pic123.gif as the "content" to edit. This has brought up a rendering of the "earthrise" image. The viewer also shows that the content has three text labels. The author has selected one ("An earth rise as seen from the moon") in order to edit it. In addition some authoring tips are included ("Alternate text should be 10 words or less and should include any text in the image", "Image buttons should have alternate text that describes the button function.", and "Image bullets should have "bullet" as alternate text."(Source: mockup by AUWG)
      See the example caption above for description.

B.2.4.2 Automated suggestions: During the authoring session, the authoring tool can automatically suggest alternative content for non-text content only under the following conditions: (Level A)

  • (a) Author control: authors have the opportunity to accept, modify, or reject the suggested alternative content prior to insertion; and
  • (b) Relevant sources: the suggested alternative content is only derived from sources designed to fulfill the same purpose (e.g., suggesting the value of an image's "description" metadata field as a long description).
  • Intent of the Success Criterion:
    The intent of this Success Criterion is to prevent the production of alternative content that is not useful to an end user because it has not been approved by an author and/or it is derived from unreliable sources. Authors who are unfamiliar with accessibility may approve alternative content suggestions without understanding the problems these can cause for end users.
  • Examples that meet the Success Criterion:
    • Clip art library:
      ....Placing, within the appropriate field of the non-text content editing dialog box, a text alternative (or multiple alternatives if a drop-down is used) that was obtained from one of the acceptable sources.
  • Related Resources:
    • N/A

B.2.4.3 Let user agents repair: After the end of an authoring session, the authoring tool does not attempt to repair alternative content for non-text content using text values that is equally available to user agents (e.g., the filename is not used). (Level A)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that if the authoring tool does attempt to automatically repair missing alternative content, the repair does not imply that the alternative content has been provided by or approved by the author. In some cases, the authoring tool will have text information, such as contextual information (e.g., the image is the author's profile picture) that the user agent does not have equal access to, in which case, the repair can be made.
  • Examples that meet the Success Criterion:
    • Contextual information is known:
      A social networking authoring tool allows the author to add a description of their profile picture. If the author chooses not to provide a description, the authoring tool labels the image as the author's profile picture.
    • Contextual information is not known:
      A web page authoring tool allows the author to insert images. The authoring tool has access to information such as the filename, but since this is text information that is equally available to user agents, it is not suggested.
  • Related Resources:
    • N/A

B.2.4.4 Save for Reuse: Authors have the option of having any recognized plain text alternative content that they enter (e.g., short text labels, long descriptions) stored for future reuse. (Level AA)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that when the author has spent effort providing alternative content, this content is retained by the authoring tool in a form that allows it be easily reused.
  • Examples that meet the Success Criterion:
    • Alternative content registry:
      An authoring tool includes a registry that associates object identity information with the text and URIs of alternative content. Whenever an object is used and any alternative content is collected, the object's identifying information and the alternative content is added to the registry. The stored alternative content is suggested as alternative content for author approval whenever the associated object is inserted.
    • Different versions:
      An alternative content registry allows several different versions of alternative content to be associated with a single object (e.g., various translations, various contexts).
    • Interoperability with pre-authored content :
      An authoring tool's clip art system is integrated with an alternative content registry so that new alternative content created by authors is stored alongside the pre-authored alternative content for the images in the system. The keyword search feature of the clip art system makes use of any alternative content to retrieve matches.
    • Shared registry:
      An enterprise author tool includes an alternative content registry that is shared between authors.
  • Related Resources:
    • N/A

Guideline B.2.5 Assist authors with accessible templates and other pre-authored content. [Return to Guideline]

Rationale: Templates and other pre-authored content (e.g., clip art, synchronized media, widgets, etc.) that are not accessible impose additional repair tasks on authors.

B.2.5.1 Templates "A" Accessible: If the authoring tool automatically selects templates or pre-authored content, then the selection meets WCAG 2.0 Level A when used. (Level A)
Note: Templates may be complicated to check for accessibility due to their inherent incompleteness. The accessibility status of templates is instead measured by the accessibility of web content (in the final web content technology) created through their proper use.

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that when authoring tools select templates or pre-authored content for the author(s) or automatically generate web content from a template, then the web content meets WCAG 2.0 Level A by default. If this was not the case, authoring tools could continually introduce accessibility problems that the author(s) would not be able to repair.
  • Examples that meet the Success Criterion:
    • Content management system:
      A content management system offers a variety of templates to authors for different purposes (e.g., information page, interactive form page, registration page, etc.). All of the templates have passed WCAG 2.0 Level A accessibility evaluations with sample content.
  • Related Resources:
    • N/A

B.2.5.2 Provide Accessible Templates: If the authoring tool provides templates, then there are accessible template options for a range of template uses. (Level A)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that an author is not forced to use an inaccessible template to create web content for a purpose for which an accessible template does not exist..
  • Examples that meet the Success Criterion:
    • Variety of accessible templates:
      An authoring tool provides several template choices for home pages, guest books and on-line albums. For each type of functionality, the basic template option is accessible.
  • Related Resources:
    • N/A

B.2.5.3 Templates "AA" Accessible: If the authoring tool automatically selects templates or pre-authored content, then the selection meets WCAG 2.0 Level AA when used. (Level AA)

  • See Techniques for B.2.5.1 using WCAG Level AA.

B.2.5.4 Template Selection Mechanism: If authors are provided with a template selection mechanism, then both of the following are true (Level AA):

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that authors can easily determine the accessibility status of templates prior to selecting them and that author is more likely to notice the accessible template options.
  • Examples that meet the Success Criterion:
    • Template names include accessibility status:
      In a wiki system, creating a new page brings up a list of available templates. The WCAG 2.0 conformance of each template is included in the name (e.g., "slide show template - wcagA").
    • Sort by accessibility status:
      A template repository lists the available templates and provides the templates' accessibility status as a sortable field.
  • Related Resources:
    • N/A

B.2.5.5 New Templates: If authors can use the authoring tool to create new templates for use by a template selection mechanism, they have the option to record the accessibility status of the new templates. (Level AA)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that new templates that authors create and which might be used by subsequent authors interoperate with the relevant template selection mechanism.
  • Examples that meet the Success Criterion:
    • Save as template:
      An authoring tool provides a "save as template" feature. When authors activates this feature, the authoring tool automatically runs an accessibility checker on the template with sample data. The author is provided with the option of labeling the template with its accessibility status. If the template fails to conform to WCAG 2.0 with sample data, the author is advised that templates should be held to a high accessibility standard, since they will be repeatedly reused.
  • Related Resources:
    • N/A

B.2.5.6 Pre-Authored Content Selection Mechanism: If authors are provided with a selection mechanism for pre-authored content other than templates (e.g., clip art gallery, widget repository, design themes), then both of the following are true (Level AA):

  • (a) Indicate: the selection mechanism indicates the accessibility status of the pre-authored content (if known); and
  • (b) Prominence: any accessible options are at least as prominent as other pre-authored content options.
  • See Techniques for B.2.5.4, reading "pre-authored content" in place of "templates".

B.2.5.7 Templates in Repository: If the authoring tool provides a repository of templates, then each of the templates has a recorded accessibility status. (Level AAA)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that all templates that the authoring tool provides include an accessibility status.
  • Examples that meet the Success Criterion:
    • Template repository :
      ???
  • Related Resources:
    • N/A

B.2.5.8 Pre-Authored Content in Repository: If the authoring tool provides a repository of pre-authored content, then each of the content objects has a recorded accessibility status. (Level AAA)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that all pre-authored content that the authoring tool provides include an accessibility status.
  • Examples that meet the Success Criterion:
    • Clip art collection:
      An authoring tool is shipped with a clip art collection. Each image in the collection has a short text label and long text description and the system is interoperable with the alternative content registry (See Checkpoint B.2.4.4), so that whenever the author inserts an image from the clip art collection, its alternative content is automatically retrieved.
  • Related Resources:
    • N/A

B.2.5.9 Templates "AAA" Accessible: If the authoring tool automatically select templates or pre-authored content, then the selection meets WCAG 2.0 Level AAA when used. (Level AAA)

  • See Techniques for B.2.5.1 using WCAG Level AAA.

PRINCIPLE B.3: Accessibility solutions must be promoted and integrated

Guideline B.3.1 Ensure that accessible authoring actions are given prominence. [Return to Guideline]

Rationale: When authors are learning a new authoring tool, they may find and learn to use the first authoring action they encounter that achieves their intended outcome. Since they may be unaware of the issue of accessibility, it is preferable that accessible web content be an additional unintended outcome, rather than inaccessible content.

B.3.1.1 Accessible Options Prominent (Level A): If the author(s) are provided with multiple options for an authoring task, options that will result in web content conforming to WCAG 2.0 Level A are at least as prominent as options that will not. (Level A)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that accessible authoring practices are part of the default workflow.
  • Examples that meet the Success Criterion:
    • ???:
      ???.
  • Related Resources:
    • N/A
  • Technique B.3.1.1-1 [Sufficient]: Removing less accessible options.
  • Technique B.3.1.1-2 [Sufficient]: Providing the more accessible choice with a higher position in the menus and having it appear in interface shortcuts such as toolbars.
    • Example: An authoring tool that supports two methods for setting text color: using CSS and using font. Since using CSS is the more accessible option, it is given a higher prominence within the authoring interface by: (1) the "CSS Styling" option appearing above the "FONT Styling" option in the drop down Text menu, and (2) the CSS styling option being used to implement the one-click text color formatting button in the tool bar. The association is made clear because the toolbar button has the same icon (an "A" beside a color spectrum) as the "Color" sub-menu item under the "CSS Styling" menu option.). An (Source: mockup by AUWG)
      See the example caption above for description.

B.3.1.2 Accessible Options Prominent (Level AA): If the author(s) are provided with multiple options for an authoring task, options that will result in web content conforming to WCAG 2.0 Level AA are at least as prominent as options that will not. (Level AA)

  • See Techniques for B.3.1.1 using WCAG Level AA.

B.3.1.3 Accessible Options Prominent (Level AAA): If the author(s) are provided with multiple options for an authoring task, options that will result in web content conforming to WCAG 2.0 Level AAA are at least as prominent as options that will not. (Level AAA)

  • See Techniques for B.3.1.1 using WCAG Level AAA.

Guideline B.3.2 Ensure that features of the authoring tool supporting the production of accessible content are available.[Return to Guideline]

Rationale: The accessible content support features will be more likely to be used if they are turned on and are afforded reasonable prominence within the authoring tool user interface.

B.3.2.1 Active by Default: All accessible content support features are turned on by default. (Level A)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that the accessible content support features are perceived as a natural and expected part of the authoring tool workflow.
  • Examples that meet the Success Criterion:
    • ???:
      ???.
  • Related Resources:
    • N/A
  • Technique B.3.3.1-1 [Sufficient]: Ensuring that all accessible content support features are turned on by default within the authoring tool preferences area.
    • Example: The preference setting area of an authoring tool, open to an "Accessibility" section, shows the default settings. "W3C-WCAG" and a level (e.g. "Double-A") are selected as are the following options: "Check accessibility as you type", "Check accessibility after saving", "Auto-correct when possible", "Highlight accessibility related fields", "Prompt when highlighted fields are left blank", and "Provide accessibility 'Quick Tips'". (Source: mockup by AUWG)
      See the example caption above for description.

B.3.2.2 Reactivate Option: If the author(s) turn off an accessible content support feature, then they can always turn on the feature. (Level A)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that if an author turns off an accessible content support feature for any reason, they can easily turn it back on.
  • Examples that meet the Success Criterion:
    • ???:
      ???.
  • Related Resources:
    • N/A
  • Technique B.3.3.2-1 [Sufficient]: Providing an authoring tool preferences area where any deactivated features can be reactivated.

B.3.2.3 Deactivation Warning: If the author(s) deactivate an accessible content support feature, then the authoring tool informs them that this may increase the risk of content accessibility problems. (Level AA)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that if an author attempts to turn off an accessible content support feature for any reason, they will understand the effect this will have on the accessibility of the web they produce.
  • Examples that meet the Success Criterion:
    • ???:
      ???.
  • Related Resources:
    • N/A
  • Technique B.3.3.3-1 [Sufficient]: Providing the author with a warning whenever an accessible content support feature is turned off (e.g., from the authoring tool preferences area.
    • Example: In an authoring tool, the author has unchecked a "highlighting accessibility related fields" feature the tool. As a result the tool displays a warning that reads "You have just turned off the highlighting accessibility related fields feature. This feature is designed to inform you when information must be provided in order for your documents to comply with your target accessibility setting. Turning this feature off could cause your documents to be less accessible to many users. In some jurisdictions accessibility is a legal requirement. Are you sure you want to proceed?". The author has the option to answer "Yes", "No" or "Cancel". (Source: mockup by AUWG)
      See the example caption above for description.

B.3.2.4 At Least as Prominent: Accessible content support features are at least as prominent as comparable features related to other types of web content problems (e.g., invalid markup, syntax errors, spelling and grammar errors). (Level AA)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that authors will be as likely to notice and address accessibility problems as other web content issues.
  • Examples that meet the Success Criterion:
    • ???:
      ???.
  • Related Resources:
    • N/A
  • Technique B.3.3.4-1 [Sufficient in combination]: Ensuring that prompting for accessibility information has the same prominence as prompting for information critical to content correctness (e.g., a tool that prompts the author for a required multimedia file name attribute has prompts with the same prominence for short text labels and long descriptions for that object.
    • Example: An "Image Properties" dialog box in which the input fields are ordered (from top to bottom, left to right): source ("src"), short label ("alt"), long description ("longdesc"), height, and width. The buttons at the bottom are "More...", "OK" and "Cancel". (Source: mockup by AUWG)
      See the example caption above for description.
  • Technique B.3.3.4-2 [Sufficient in combination]: Ensuring that utilities for checking and repairing accessibility problems has the same prominence as utilities for checking for information critical to content correctness (e.g., a tool that checks for spelling, grammar, or code syntax will have checks with the same prominence as checking for accessibility problems).
    • Applicable to content-rendering authoring functions Example: An authoring interface that checks for and displays spelling and accessibility problems with the same prominence in that both are shown as underlines, one red, one blue. In this case, the author has activated a right-click pop-up menu on the word "CHZ" that includes spelling repair options ("1 Khz", "2 Chi", "Check Spelling...") and accessibility repair options ("Repair: Set acronym expansion…", "Skip", "Ignore", and "Check Accessibility...") and "Help...". (Source: mockup by AUWG)
      See the example caption above for description.
  • Technique B.3.3.4-3 [Sufficient in combination]: Ensuring that documentation for accessibility has the same prominence as documentation for information critical to content correctness. (e.g., a tool that documents any aspect of its operation will have documentation with the same prominence for accessibility).
    • Example: Accessibility documentation is part of the main documentation of an authoring tool, with very similar prominence to that of the spelling-related features. In the right pane is the documentation table of contents, where "Accessibility Features" appears as a top level topic just below "Spelling Features". In the left panel is the help text, demonstrating a style typical of the rest of the help system: "Checking for Accessibility: A variety of accessibility checking options are available: Accessibility verifier, Check accessibility as you type, Manual test support materials. These are suitable for use at different times during the authoring process and all have options that can be changed with the accessibility preferences. To get more information on accessible Web content, see the References.". (Source: mockup by AUWG)
      See the example caption above for description.

Guideline B.3.3 Ensure that features of the authoring tool supporting the production of accessible content are documented. [Return to Guideline]

Rationale: Without documentation of the features that support the production of accessible content (e.g., prompts for text alternatives, accessibility checking tools), some authors may not be able to use them.

B.3.3.1 Instructions: Instructions for using the accessible content support features appear in the documentation. (Level A)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to that authors are able to use the accessible content support features effectively. In addition, as authors reference the authoring tool documentation, accessibility is a naturally integrated part of the instruction.
  • Examples that meet the Success Criterion:
    • ???:
      ???.
  • Related Resources:
    • N/A
  • Technique B.3.4.1-1 [Sufficient]: Ensuring that the help system answers the question "What features of the tool encourage the production of accessible content?" with reference to all of the accessible content support features and for each feature identified, the help system answers the question "How are these features operated?".
  • Technique B.3.4.1-2 [Advisory]: Providing direct links from accessible content support features to context sensitive help on how to operate the features.
  • Technique B.3.4.1-3 [Advisory]: Providing direct links from within the accessibility-related documentation that take the author directly to the relevant accessible content support features.
  • Technique B.3.4.1-4 [Advisory]: During prompting and repairs, providing the author with immediate access to some basic accessibility documentation and one-step access to more comprehensive documentation.
    • Example: An accessibility checker includes some limited tips for authoring short text labels listed beneath the text entry area as well as a "Help" button linking to the full documentation. The tips are: "Alternate text should be 10 words or less and should include any text in the image.", "Image buttons should have alternate text that describes the button function.", and "Image bullets should have 'bullet' as alternate text.". The screen shot also includes the name of the problem ("Missing Alternate Text Label for an Image"), a field for adding the short text label and a preview rendering of the image ("earthrise"). At the bottom are five buttons: "Help", "< Back", "Repair", "Skip", and "Cancel". (Source: mockup by AUWG)
      See the example caption above for description.

B.3.3.2 Accessible Authoring Tutorial: A tutorial on an accessible authoring process that is specific to the authoring tool is provided. (Level AAA)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to ensure that authors that learn best through tutorials are exposed to accessibility best practices specific to the author tool.
  • Examples that meet the Success Criterion:
    • ???:
      ???.
  • Related Resources:
    • N/A
  • Technique B.3.4.2-1 [Sufficient]: Providing a tutorial that describes how to use the authoring tool to increase the accessibility of Web content. The tutorial begins at the typical starting point for the tool (e.g., empty document) and, for example, describes how accessibility prompting should be followed as content is being added or modified. The tutorial also covers when and how checking and repair should be performed.
  • Technique B.3.4.2-2 [Advisory]: Ensuring that wherever rationales appear, the text avoids referring to accessibility features as being exclusively for particular groups (e.g., "for blind authors"). Instead, the rationales emphasize the importance of accessibility for a wide range of content consumers, from those with disabilities to those with alternative viewers (see "Auxiliary Benefits of Accessibility Features", a W3C-WAI resource).
  • Technique B.3.4.2-3 [Advisory]: Providing a dedicated accessibility section.
  • Technique B.3.4.2-4 [Advisory]: Providing context-sensitive help definitions for accessibility-related terms.
  • Technique B.3.4.2-5 [Advisory]: Including pointers to more information on accessible Web authoring, such as WCAG and other accessibility-related resources.
  • Technique B.3.4.2-6 [Advisory]: Including pointers to relevant technology specifications. This is particularly relevant for languages that are easily hand-edited, such as most XML languages.
  • Technique B.3.4.2-7 [Advisory]: Calling author attention to accessibility-related idiosyncrasies of the tool compared to other authoring tools that create the same kind of content.
    • Example: Content might need to be saved before an automatic accessibility checking feature becomes active.

Guideline B.3.4 Ensure that any authoring practices demonstrated in documentation are accessible.[Return to Guideline]

Rationale: Demonstrating accessible authoring as routine practice will encourage its acceptance by some authors.

B.3.4.1 Model Accessible Practice (Minimum): A range of examples of documentation (e.g., markup, screen shots of WYSIWYG editing views) demonstrate WCAG 2.0 Level A accessible authoring practices. (Level A)

  • Intent of the Success Criterion:
    The intent of this Success Criterion is to promote accessible authoring practices as best practice.
  • Examples that meet the Success Criterion:
    • ???:
      ???.
  • Related Resources:
    • N/A
  • Technique B.3.5.1-1 [Sufficient]: Ensuring that in the authoring tool documentation, all examples of content conform to WCAG Level A and also that all screen shots of the authoring tool interface are in states that corresponds with the production of content that conforms to Level A (e.g., prompts filled in, optional accessibility features turned on, etc.).
    • Applicable to instruction level editing views Example: Documentation for the input element in this instruction-level authoring tool makes use of the label element in an example in order to reinforce the routine nature of the pairing. The help text reads: "Input Element: Input elements are form controls. They let the reader of your page use text entry, checkboxes, radio buttons, etc. to interact with your page. The most important attribute of the INPUT element is type. The value of type can be: button, checkbox, file, hidden, image, password, radio, reset, submit, and text. Examples:<label>Enter your name: <input type="text" name="name" maxlength="30"></label><input type="submit">. (Source: mockup by AUWG)
      See the example caption above for description.
  • Technique B.3.5.1-2 [Advisory]: Ensuring all examples of content pass the authoring tool's own accessibility checking mechanism (see Guideline B.2.2).
  • Technique B.3.5.1-3 [Advisory]: Ensuring that the documentation includes at least one model of a wide range of WCAG Level A accessible authoring practices.
  • Technique B.3.5.1-4 [Advisory]: Ensuring plug-ins that update the accessibility features of a tool also update the documentation examples.

B.3.4.2 Model "AA" Accessible Practice (Enhanced): A range of examples of documentation (e.g., markup, screen shots of WYSIWYG editing views) demonstrate WCAG 2.0 Level AA accessible authoring practices. (Level AA)

  • See Techniques for B.3.5.1 using WCAG Level AA.

B.3.4.3 Model "AAA" Accessible Practice (Enhanced): A range of examples of documentation (e.g., markup, screen shots of WYSIWYG editing views) demonstrate WCAG 2.0 Level AAA accessible authoring practices. (Level AAA)

  • See Techniques for B.3.5.1 using WCAG Level AAA.

Conformance

This section is included here for informative purposes. The normative version appears in the Authoring Tool Accessibility Guidelines 2.0 [ATAG20].

Conformance means that the authoring tool satisfies the success criteria defined in the guidelines section. This conformance section describes conformance and lists the conformance requirements.

Relationship to the Web Content Accessibility Guidelines (WCAG) 2.0

ATAG 2.0 is intended to be used in conjunction with WCAG 2.0 [WCAG20] (or similar web content accessibility guidance, such as regulations based on WCAG 2.0, etc.).

The relationship is as follows:

Levels of Conformance

Conformance Levels in Conformance Claims

Authoring tools may claim "full" or "partial" conformance to ATAG 2.0. In either case, a level is also claimed which depends on the level of the success criteria that have been satisfied.

"Full" ATAG 2.0 Conformance: This type of conformance claim is intended to be used when developers have considered the accessibility of the authoring tools from both the perspective of authors (Part A: Make the authoring tool user interface accessible) and the perspective of end users of content produced by the authoring tools (Part B: Support the production of accessible content):
  1. Full ATAG 2.0 Conformance at Level "A"
    The authoring tool satisfies all of the Level A success criteria.
  2. Full ATAG 2.0 Conformance at Level "Double-A"
    The authoring tool satisfies all of the Level A and Level AA success criteria.
  3. Full ATAG 2.0 Conformance at Level "Triple-A"
    The authoring tool satisfies all of the success criteria.

"Partial" ATAG 2.0 Conformance: Authoring Tool User Interface: This type of conformance claim is intended to be used when developers have initially focused on the accessibility of the authoring tool to authors (Part A: Make the authoring tool user interface accessible):

  1. Partial ATAG 2.0 Conformance Level "A": Authoring Tool User Interface
    The authoring tool satisfies all of the Level A success criteria in Part A. Nothing is claimed about Part B.
  2. Partial ATAG 2.0 Conformance Level "Double-A": Authoring Tool User Interface
    The authoring tool satisfies all of the Level A and Level AA success criteria in Part A. Nothing is claimed about Part B.
  3. Partial ATAG 2.0 Conformance Level "Triple-A": Authoring Tool User Interface
    The authoring tool satisfies all of the success criteria in Part A. Nothing is claimed about Part B.

"Partial" ATAG 2.0 Conformance: Content Production:This type of conformance claim is intended to be used when developers have initially focused on the accessibility of the web content produced by the authoring tool to end users (Part B: Support the production of accessible content):

  1. Partial ATAG 2.0 Conformance Level "A": Content Production
    The authoring tool satisfies all of the Level A success criteria in Part B. Nothing is claimed about Part A.
  2. Partial ATAG 2.0 Conformance Level "Double-A": Content Production
    The authoring tool satisfies all of the Level A and Level AA success criteria in Part B. Nothing is claimed about Part A.
  3. Partial ATAG 2.0 Conformance Level "Triple-A": Content Production
    The authoring tool satisfies all of the success criteria in Part B. Nothing is claimed about Part A.

Note: The Working Group remains committed to the guiding principle that: "Everyone should have the ability to create and access web content". Therefore, it is recommended that "Partial" Conformance be claimed only as a step towards "Full" Conformance.

Conformance Claims

A conformance claim is an assertion by a Claimant that an authoring tool has satisfied the requirements of ATAG 2.0 under the conditions described.

Conditions on Conformance Claims

Required Components of an ATAG 2.0 Conformance Claim

  1. Claimant name and affiliation.
  2. Date of the claim.
  3. Conformance level satisfied.
  4. Authoring tool information: The name of the authoring tool and sufficient additional information to specify the version (e.g., vendor name, version number (or version range), required patches or updates, human language of the user interface or documentation).
    • Note: If the authoring tool is a collection of software components (e.g., a markup editor, an image editor, and a validation tool), then information must be provided separately for each component, although the conformance claim will treat them as a whole. As stated above, the Claimant has sole responsibility for the conformance claim, not the developer of any of the software components.
  5. Included Technologies: A list of the web content technologies (including version numbers) produced by the authoring tool that the Claimant is including in the conformance claim. By including a web content technology, the Claimant is claiming that the authoring tool meets the requirements of ATAG 2.0 during the production of web content using that web content technology.
  6. Excluded Technologies: A list of any web content technologies produced by the the authoring tool that the Claimant is excluding from the conformance claim. The authoring tool is not required to meet the requirements of ATAG 2.0 during the production of the web content technologies on this list.
  7. Declarations: For each success criterion:
    • A declaration of whether or not the success criterion has been satisfied; or
    • A declaration that the success criterion is not applicable and a rationale for why not.
  8. Platform(s): The platform(s) upon which the authoring tool was evaluated:

Optional Components of an ATAG 2.0 Conformance Claim

  1. A description of the authoring tool that identifies the types of editing views that it includes.
  2. A description of how the ATAG 2.0 success criteria were met where this may not be obvious.

"Progress Towards Conformance" Statement

Developers of authoring tools that do not yet conform fully to a particular ATAG 2.0 conformance level are encouraged to publish a statement on progress towards conformance. This statement would be the same as a conformance claim except that this statement would specify an ATAG 2.0 conformance level that is being progressed towards, rather than one already satisfied, and report the progress on success criteria not yet met. The author of a "Progress Towards Conformance" Statement is solely responsible for the accuracy of their statement. Developers are encouraged to provide expected timelines for meeting outstanding success criteria within the Statement.

Disclaimer

Neither W3C, WAI, nor AUWG take any responsibility for any aspect or result of any ATAG 2.0 conformance claim that has not been published under the authority of the W3C, WAI, or AUWG.


Appendix A: Gathering Accessibility Information from Authors:

Note: Gathering accessibility information from authors, in the ATAG 2.0 context, is not to be interpreted as necessarily implying intrusive prompts, such as pop-up dialog boxes. The reason for this is that it is crucial that that accessibility information be correct and complete. Since this is more likely to occur if the author has been convinced to provide the information voluntarily, overly restrictive mechanisms are not recommended.

This following list of examples is meant to representative, rather than complete:

1. Short text labels (e.g., alternate text, titles, short text metadata fields, rubies for ideograms):

Example A-1a: A dialog box offers short text labels for reuse. It shows an "Insert Image" dialog box a thumbnail image of the "earthrise" graphic along with entry fields for "src", "alt", "longdesc", "height" and "width". The "alt" entry field is drop-down list that is shown with several short labels for the same image. The first is a visual description in English ("An earth rise as seen from the moon"), the second is a visual description in French ("Une vue do la terre de la lune") and the third is an English functional label used if the image serves as a link ("Go to pictures of the earth"). (Source: mockup by AUWG)
See the example caption above for description.

Applicable to instruction level editing views Example A-1b: A instruction-level authoring interface offers short text labels for reuse. It shows the author midway through adding markup for an image. After adding the src attribute value the author has pressed the spacebar, causing the tool to prompt them with the alt attribute along with several attribute values, including a visual description in English (alt="An earth rise as seen from the moon"), a visual description in French (alt="Une vue de la terre de la lune") and an English functional label used if the image serves as a link (alt="Go to pictures of the earth"). (Source: mockup by AUWG)
See the example caption above for description.

2. Multiple text labels (e.g., image map area labels):

Example A-2: An authoring interface that prompts for image map area text labels. It is comprised of a list with two columns. In the right-hand column is the URL for each image map area. This can be used as a hint by the author as they fill in the text labels (left-hand column). A checkbox at the bottom provides the option of using the text labels to create a set of text links below the image map. (Source: mockup by AUWG)
See the example caption above for description.

(3): Long text descriptions (e.g., longdesc text, table summaries, site information, long text metadata fields):

Example A-3: An authoring interface that prompts for long text descriptions. A "description required" checkbox controls whether the rest of the interface is available. If a description is required, the author then has the choice of opening an existing description file or writing (and saving) a new one. If they choose to use an existing file, there is a text entry area for the name along with a button to browse the file system. If they choose to compose a new description, there is a text entry area for the description followed by a text field for the file name and a button to save it to that location. In the situation shown, the author chooses to use an existing description of "earthrise" so the file name containing the description is shown. In addition, the text of the description from the file is loaded into the compose area ("The earth hangs in the pitch black sky above the gray horizon of the moon. The dazzling blue sphere is covered with creamy white streamers of cloud.") in case the author would like to use this text as a basis for a new description. (Source: mockup by AUWG)
See the example caption above for description.

(4): Form control labels:

Example A-4: A form properties list with five columns that allows the author to simultaneously decide the following for each field: the tab order, form name, field label, control type, and accesskey. In this example, two form field labels are missing, causing prompts (yellow highlighting of the cells and red icons) to be displayed. "Move up" and "move down" buttons are provided. (Source: mockup by AUWG)
See the example caption above for description.

(5): Form field place-holders:

(6): TAB order sequences:

(7): Navigational shortcuts (e.g., keyboard shortcuts, skip links, voice commands, etc.):

Applicable to instruction level editing views Example A-7: A instruction-level authoring interface that suggests access key values. The following markup can be seen: "<body><p>Here is one of the most famous photographs taken from the <a href="moon.html" > moon.</a></p><It was taken with a special <a href=camera.html" accesskey="c">camera.</p>". A pop-up menu, centered on the word "moon" suggest accesskey="moon", because "moon" begins with "m", followed by the rest of the alphabet in order. Accesskey="c" is missing, however, since it is already used as an accesskey later in the document (for the "camera" link). (Source: mockup by AUWG)
See the example caption above for description.

(8): Contrasting colors:

Example A-8: A dialog box for choosing sufficiently contrasting color combinations. The dialog box has two tabs: one for text color and one for background color. A "hide low contrast choices" checkbox has been selected, so the palette of colors has been pre-screened so that sufficient contrast between the text and the current background color is assured. All other colors have been grayed out. (Source: mockup by AUWG)
See the example caption above for description.

(9): Alternative content for multimedia (transcripts, captions, video transcripts, audio descriptions, signed translations, still images, etc.):

(10): Metadata:

(11): Document structure:

Applicable to content-rendering authoring functionsExample A-11: A WYSIWYG authoring tool that detects opportunities for enhancing structure and alerts the author. On the left side is the WYSIWYG editing view with the title of the page ("Mars") displayed with a blue underline. The author has brought up a pop-up menu for the title and sees the following options: "Repair: Mark as heading (a sub-menu displays the different levels of header (i.e., h1, h2, etc.)) for the author to choose", "Skip", "Ignore", "Check Accessibility...", and "Help...". On the right, an element inspector makes clear that the title is currently marked up as a paragraph. (Source: mockup by AUWG)
See the example caption above for description.

(12): Tabular structure:

Applicable to content-rendering authoring functions Example A-12: A WYSIWYG authoring tool that prompts the author to decide whether the top row of a table contains the table header cells. The top row of the rendered table is outlined in blue to indicate an accessibility problem. The author has brought up a pop-up menu for one of the cells in the top row and sees the following options: "Repair: Set as header row", "Skip", "Ignore", "Check Accessibility...", and "Help...". (Source: mockup by AUWG)
See the example caption above for description.

(13): Style sheets:

Applicable to content-rendering authoring functions Example A-13: A WYSIWYG authoring tool that indicates to the author that a heading has been misused to indicate emphasis. In the WYSIWYG editing view, some text ("VERY HOT") is rendered large and bold because it has been improperly marked as a heading and it is therefore marked with a blue underline as an accessibility problem. The author has brought up a pop-up menu for the text and sees the following options: "Repair: Mark with style (a sub-menu displays the different styles available: .bodytext, .quotetext, .hot_emphasis, .cold_emphasis)", "Skip", "Ignore", "Check Accessibility...", and "Help...". (Source: mockup by AUWG).
See the example caption above for description.

(14): Clearly written text:

Applicable to instruction level editing views Example A-14a: A instruction-level authoring interface that indicates the reading level of a page and whether it exceeds a limit determined by the author's preference settings. The code view includes the following markup: <body><h1>Mars</h1><p>Mars is the fourth planet in the solar system, orbiting at a distance of 1.5 AU, with a period of 687 days.</p></body></html>. Then in a status bar below the text entry area, is a reading level display: "Reading Level: 11.2 (target<8)". The 11.2 is highlighted with a yellow background and bold text to indicate that the target is exceeded. (Source: mockup by AUWG)
See the example caption above for description.

Applicable to content-rendering authoring functions Example A-14b: An authoring interface that prompts the author to enter an acronym expansion. The rendered text reads: "The 'habitable zone' around a star is the region of that star’s solar system in which liquid water is possible. The continuous habitable zone (CHZ) is the region of the solar system which has remained in the zone, even during changes in the star’s radiation pattern." The acronym "CHZ" is identified with a blue underline as an accessibility problem. The author has brought up a pop-up menu for the acronym and sees the following options: "Repair: Enter acronym expansion…", "Check Accessibility...", and "Help...". (Source: mockup by AUWG)
See the example caption above for description.

(15): Device independent handlers:

(16): Non-text supplements to text:

Applicable to content-rendering authoring functions Example A-16: An authoring interface for prompting the author about whether a paragraph that contains many numbers might be made more clear with the addition of a chart or graph. On the left side of the interface is the rendered text: " Planet Orbits: The inner planets orbit the sun relatively quickly with Mercury orbiting the sun in 88 days, Venus in 224 days, Earth in 365 days, and Mars in 687 days. Compare this to Jupiter’s, 4332 day orbit." This text is marked with a yellow exclamation mark icon. On the right side is the following explanation of the error icon: "This paragraph contains 5 numbers. Would readers benefit if a chart or graph of this information was added?". "Yes" and "no" buttons are provided. (Source: mockup by AUWG)
See the example caption above for description.


Appendix B: Levels of Checking Automation

This list is representative, but not necessarily complete.

(a) Automated Checking:

In automated checking, the tool is able to check for accessibility problems automatically, with no human intervention required. This type of check is usually appropriate for checks of a syntactic nature, such as the use of deprecated elements or a missing attribute, in which the meaning of text or images does not play a role.

Applicable to instruction level editing views Example B-1: A summary interface for a code-based authoring tool that displays the results of an automated check. The display is a tree-view where the leftmost nodes are the names of problems ("Image missing alternate text" and "Text boxes missing labels) with number of problems appended (e.g., "[6]") and the sub-items are the problem instances with line numbers appended (e.g., "(Line:45)"). (Source: mockup by AUWG)
See the example caption above for description.

Applicable to content-rendering authoring functions Example B-2: A WYSIWYG interface that displays the results of an automated check in a WYSIWYG authoring view using blue highlighting around or under rendered elements (in this case, the "earthrise" image and some "blinking text"), identifying accessibility problems for the author to correct. (Source: mockup by AUWG)
See the example caption above for description.

Applicable to instruction level editing views Example B-3: An authoring interface of an automated check in a instruction-level authoring view. The text is: "<body><p>Image:</p><img href="pic123.gif"/><hr/><blink>Blinking text</blink></body></html>".In this view, the text of elements with accessibility problems (img and blink) is shown in a blue font, instead of the default black font. (Source: mockup by AUWG)
See the example caption above for description.

(b) Semi-Automated Checking:

In semi-automated checking, the tool is able to identify potential problems, but still requires human judgment by the author to make a final decision on whether an actual problem exists. Semi-automated checks are usually most appropriate for problems that are semantic in nature, such as descriptions of non-text objects, as opposed to purely syntactic problems, such as missing attributes, that lend themselves more readily to full automation.

Example B-4: A dialog box that appears once the tool has detected an image without a description attribute. However, since not all images require description, the author is prompted to make the final decision ("Does this image require descriptive text?"). The author can confirm the at this is indeed an accessibility problem by choosing and move on to the repair stage by choosing "Yes" or press "No" to mark the potential problem, as not a problem at all. Additional help is available in the form of a tip: "An image requires descriptive text when the information it contains cannot be conveyed in 10 words or less using an alternate text label." (Source: mockup by AUWG)
See the example caption above for description.

(c) Manual Checking:

In manual checking, the tool provides the author with instructions for detecting a problem, but does not automate the task of detecting the problem in any meaningful way. As a result, the author must decide on their own whether or not a problem exists. Manual checks are discouraged because they are prone to human error, especially when the type of problem in question may be easily detected by a more automated utility, such as an element missing a particular attribute.

Example B-5: A dialog box that reminds the author to check if there are any words in other languages in the document with the message: "Does this document contain any words or phrases in a different language than the main content?". The author can move on to the repair stage by pressing "Yes" or press "No" to mark the potential problem, as not a problem at all. (Source: mockup by AUWG)
See the example caption above for description.


Appendix C: Levels of Repair Automation

This list is representative, but not necessarily complete.

(a) Repair Instructions:

In manual repairing, the tool provides the author with instructions for making the necessary correction, but does not automate the task in any substantial way. For example, the tool may move the cursor to start of the problem, but since this is not a substantial automation, the repair would still be considered "manual". Manual correction tools leave it up to the author to follow the instructions and make the repair by themselves. This is the most time consuming option for authors and allows the most opportunity for human error.

Applicable to instruction level editing views Example C-1: Repair instructions in a code level editing view. In this case, the following markup is being edited: <body><p>Image:</p><img href="pic123.gif"/><hr/><blink>Blinking text</blink></body></html>. Since the problems have already been detected in the checking step and the selected offending elements in a code view (<img href="pic123.gif"/> and <blink>Blinking text</blink>) have been highlighted in blue text. When the author puts focus on the highlighted text, a short repair instruction ("Repair: Add 'alt' attribute") appears in a status bar with a button than will open a longer explanation in the help system. (Source: mockup by AUWG)
See the example caption above for description.

(b) Semi-Automated:

In semi-automated repairing, the tool can provide some automated assistance to the author in performing corrections, but the author's input is still required before the repair can be complete. For example, the tool may prompt the author for a plain text string, but then be capable of handling all of the markup required to add the text string to the content. In other cases, the tool may be able to narrow the choice of repair options, but still rely on the author to make the final selection. This type of repair is usually appropriate for corrections of a semantic nature.

Applicable to content-rendering authoring functions Example C-2: A semi-automated repair in a WYSIWYG editing view. The author has right-clicked on an image of the "earthrise" that has been highlighted with a blue outline by the automated checker system. This has brought up a pop up menu with the following choices: "Repair: Set Alt -Text: 'An earth rise as seen from the moon'", "Enter different alt-text…", " Skip", "Ignore", "Check Accessibility...", "Help...". The author must decide whether the label text that the tool suggests is appropriate. Whichever option the author chooses, the tool will handle the details of updating the content. (Source: mockup by AUWG)
See the example caption above for description.

(c) Automated:

In automated repairing, the tool is able to make repairs automatically, with no author input required. For example, a tool may be capable of automatically adding a document type to the header of a file that lacks this information. In these cases, very little, if any, author notification is required. This type of repair is usually appropriate for corrections of a syntactic or repetitive nature.

Applicable to instruction level editing views Example C-3: An announcement that an automated repair has been completed ("All instances of <blink> have been replaced with CSS styling according to your preferences."). The author selects an "ok" to proceed. An "undo" button is provided in case the author wishes to reverse the operation. In some cases, automated repairs might be completed with no author notification at all. (Source: mockup by AUWG)
See the example caption above for description.


Appendix D: Author Interruption Timing Options

This list is representative, but not necessarily complete.

(a) Negotiated Interruption: A negotiated interruption is caused by interface mechanisms (e.g., icons or highlighting of the element, audio feedback) that alert the author to a problem, but remain flexible enough to allow the author to decide whether to take immediate action or address the issue at a later time. Since negotiated interruptions are less intrusive than immediate or scheduled interruptions, they can often be better integrated into the design workflow and have the added benefit of informing the author about the distribution of problems within the document. Although some authors may choose to ignore the alerts completely, it is not recommended that authors be forced to fix problems as they occur. Instead, it is recommended that negotiated interruption be supplemented by scheduled interruptions at major editing events (e.g., when publishing), when the tool should alert the author to the outstanding accessibility problems.

Applicable to content-rendering authoring functions Example D-1: A WYSIWYG editing view makes the author of problems detected automatically by means of a blue line under text or around rendered objects with accessibility problems. Here, red lines are also visible, highlighting spelling errors in the text. The author can decide to address the problems at a later time. (Source: mockup by AUWG)
See the example caption above for description.

(b) Scheduled Interruption: A scheduled interruption is one in which the author has set the tool to alert them of accessibility issues on a configurable schedule. One option for the schedule might be to have prompts associated with the interface mechanisms for significant authoring events, such as opening, saving, closing, committing, or publishing files. At the significant authoring event, the author would be informed of the problem, while at the same time they would not be prevented from saving, publishing, printing, etc. A potential downside of postponing corrective actions is that by the time the prompt is displayed, the author may not have sufficient time or inclination to make the required changes, especially if they are extensive.

Example D-2: A "Publish" dialog box allows the author to publish multiple files at once, however in the case shown here, two of the files have uncorrected accessibility problems which causes them not to meet a "standard of publishing" the author has set for themselves in the options. As a result the files are selected, a message is displayed ("The selected files do not meet your specified standard for publishing.") and the "publishing" button is grayed out. This standard is referred to generally since it is assumed that it might include spelling and grammar standards as well as accessibility issues. (Source: mockup by AUWG)
See the example caption above for description.

(c) Immediate Interruption: An immediate interruption is the most intrusive timing option because the attention of the author is actively diverted from the current editing task by the notification of some issue. This might be achieved, for instance, by an alert dialog. This type of alert presents multiple usability problems and should be used sparingly because it interferes with the normal design workflow. Intrusive warnings are probably only appropriate when the window of opportunity for correcting a serious accessibility problem is about to close, such as when an author decides to publish the content in question. In general, negotiated and scheduled interruptions are preferred.

Example D-3: A modal dialog box contains the message: "This image is missing alternate text". The author must press the "OK" button to continue. (Source: mockup by AUWG)
See the example caption above for description.

 

Appendix E: Real-Time Content Production

Dealing flexibly with real-time content production. When authoring tools produce content in real time, it is usually no longer possible to delay addressing accessibility problems until an arbitrary point in the future. At the same time, due to the time pressure, authors in real-time environments tend to be less receptive to intrusive prompts. Nevertheless, tools that allow this kind of authoring should still take accessibility issues into account by supporting the following:

(a) Determination of Participant Requirements: If real-time authoring is consumed by individuals with no special communicative needs, there may be no need for real-time prompting. However, as with any other Web content it is often impossible for the author to know all of the needs of the actual or potential participants. Therefore, the best practice is to create real-time content that conforms with WCAG to the greatest extent possible. However, when this is not possible, a real-time authoring tool might be able to facilitate graceful degradation of accessibility by polling the participants (see "Request whiteboard descriptions" checkbox in the figure) or in some cases checking the profiles of participants (e.g., using CCPP, ACCLIP) to determine which types of accessibility practices would offer the greatest advantage in the short time available. Once this information is compiled, the tool can prompt the author (or see Assistant/Peer Author) to correct problems appropriately (preferably during Preparation Time). When it is not possible to know, with certainty, the needs of all participants, the tool should still assume that accessible content is required. This is especially true if the results of the session will be archived.

(b) Assistant/Peer Author: In some cases, it may be possible to designate one or more secondary authors in the live community, who can receive and respond to prompts for supplemental information generated as the primary author proceeds uninterrupted. The secondary author might be an unrelated specialist, analogous to Sign language interpreter, a co-author (helpful for describing technical drawings, etc.), or in some situations any member of the session audience (i.e., a peer).

(c) Preparation Time: If the authoring tool allows the author time to pre-assemble materials for a live presentation (e.g., a professor preparing for an online class), this authoring is not considered real-time authoring. The authoring tool has the opportunity and the obligation to support accessible authoring as described elsewhere in this document.

(d) Archiving: If the session will be archived, there may be other opportunities to increase the accessibility of the content of the archive by guiding the author through a process to check for and repair accessibility problems after the real-time session has ended, but prior to archiving.

If it has been determined that the author must provide real-time supplements, but no preparation time or assistant author are available, then in addition to allowing the author control of the nature and timing of prompting, the authoring tool can facilitate the inclusion of supplements by:

Example E-1: A real-time presentation in a whiteboard/chat client environment that has been enhanced to provide real-time descriptions. The example has five panes. On the far left is a list of participants ("Presenter", "John (You)", "Jane", and "Alice"). In the upper-middle is the chat "Presenter> I suggest a space theme for the slide presentation.", "Image File Inserted (by Presenter) Description: An earthrise as seen from the surface of the moon.", "Presenter> The white text would go...", "Marker (by Presenter) Description> Draws a red box..., and "Presenter> in this area." Notice that descriptions are appearing here. The lower-middle is the message composition area for this user and is blank. The upper-right is the whiteboard. So far there is an image of "earthrise" and a red hand-drawn rectangle on the "canvas". The whiteboard tools are "select box", "text tool", "marker", "eraser", "insert image", "line tool", "rectangle tool", and an "ellipse tool". In the lower-right is an area for describing a drawing action - in this case the "Presenter' use of the Marker". Notice that any participant can describe the events on the whiteboard even as the dialog continues. (Source: mockup by AUWG).
See the example caption above for description.


Appendix E: Glossary

This section is included here for informative purposes. The normative version appears in the Authoring Tool Accessibility Guidelines 2.0 [ATAG20].

abbreviation [adapted from WCAG 2.0]
Shortened form of a word, phrase, or name where the abbreviation has not become part of the language. Includes:
  1. initialism: shortened forms of a name or phrase made from the initial letters of words or syllables contained in that name or phrase (e.g., ESP is an initialism for extrasensory perception).
  2. acronym: abbreviated forms made from the initial letters or parts of other words (in a name or phrase) which may be pronounced as a word (e.g., WAI is an acronym made from the initial letters of the Web Accessibility Initiative).
accessibility problem
ATAG 2.0 refers to two types of accessibility problems:
  1. authoring tool user interface accessibility problem: An aspect of an authoring tool user interface that does not meet a success criterion in Part A.
  2. web content accessibility problem: An aspect of web content that does not meet a WCAG 2.0 success criterion.
accessibility information
Any information that web content is required to contain in order to conform with WCAG 2.0 (e.g., text alternatives for images, role and state information, relationships within complex tables, captions for audio).
accessible content support features
Any features of an authoring tool that directly support authors in increasing the accessibility of the content being edited (i.e., features added to meet any of the success criteria in Principle B.2).
alternative content
Content that is used in place of other content that a person may not be able to access. Alternative content fulfills essentially the same function or purpose as the original content. Examples include text alternatives for non-text content, captions for audio, audio descriptions for video, sign language for audio, media alternatives for time-based media. See WCAG 2.0 for more information.
ASCII art [WCAG 2.0]
A picture created by a spatial arrangement of characters or glyphs (typically from the 95 printable characters defined by ASCII).
assistive technology [adapted from WCAG 2.0]
Software (or hardware), separate from the authoring tool, that provides functionality to meet the requirements of users with disabilities. Some authoring tools may also provide direct accessibility features. Examples of assistive technologies include, but are not limited to, the following:
  • screen magnifiers, and other visual reading assistants, which are used by people with visual, perceptual and physical print disabilities to change text font, size, spacing, color, synchronization with speech, etc. in order improve the visual readability of rendered text and images;
  • screen readers, which are used by people who are blind to read textual information through synthesized speech or braille;
  • text-to-speech software, which is used by some people with cognitive, language, and learning disabilities to convert text into synthetic speech;
  • speech recognition software, which may be used by people who have some physical disabilities;
  • alternative keyboards, which are used by people with certain physical disabilities to simulate the keyboard (including alternate keyboards that use head pointers, single switches, sip/puff and other special input devices);
  • alternative pointing devices, which are used by people with certain physical disabilities to simulate mouse pointing and button activations.
audio [adapted from WCAG 2.0]
The technology of sound reproduction. Audio can be created synthetically (including speech synthesis), recorded from real world sounds, or both.
authoring action
Any action that authors can take using the authoring tool user interface that results in creating or editing web content (e.g., typing text, deleting, inserting an element, applying a template). Most authoring tool user interfaces also enable actions that do not edit web content (e.g., setting preferences, viewing documentation).
authoring outcome
The content or content modifications that result from authoring actions. Authoring outcomes are cumulative (e.g., text is entered, then styled, then made into a link, then given a title).
authoring practice
An approach that authors follow to achieve a given authoring outcome. (e.g., controlling presentation with style sheets). Depending on the design of an authoring tool, authoring practices may be chosen by the authors or by the authoring tool. An accessible authoring practice is one in which the authoring outcome conforms to WCAG 2.0 . Some accessible authoring practices require accessibility information.
authoring session
A state of the authoring tool in which content can be edited by an author. The end of an authoring session is the point at which the author has no further opportunity to make changes without starting another session. The end of an authoring session may be determined by authors (e.g., closing a document, publishing) or by the authoring tool (e.g., when the authoring tool transfers editing permission to another author on a collaborative system). Note that the end of the authoring session is distinct from publishing. Automatic content generation may continue after the end of both the authoring session and initial publishing (e.g., content management system updates).
authoring tool user interface
The display and control mechanism that authors use to operate the authoring tool software. User interfaces may be non-web-based or web-based or a combination (e.g., a non-web-based authoring tool might have web-based help pages). An accessible authoring tool user interface is one that meets the success criteria of a level in Part A.
authoring tool user interface (non-web-based)
Any parts of an authoring tool user interface that are not implemented as web content and instead run directly on a platform that is not a user agent, such as Windows, MacOS, Java Virtual Machine, etc.
authoring tool user interface (web-based)
Any parts of an authoring tool user interface that are implemented using web content technologies and are accessed by authors via a user agent.
authoring tool
Any software, or collection of software components, that authors can use to create or modify web content for use by other people. For more information, see the "Definition of authoring tool" section in the Introduction.
  1. Examples of authoring tools: ATAG 2.0 applies to a wide variety of web content generating applications, including, but not limited to:
    • web page authoring tools (e.g., WYSIWYG HTML editors)
    • software for directly editing source code (see note below)
    • software for converting to web content technologies (e.g., "Save as HTML" features in office suites)
    • integrated development environments (e.g., for web application development)
    • software that generates web content on the basis of templates, scripts, command-line input or "wizard"-type processes
    • software for rapidly updating portions of web pages (e.g., blogging, wikis, online forums)
    • software for generating/managing entire websites (e.g., content management systems, courseware tools, content aggregators)
    • email clients that send messages in web content technologies
    • multimedia authoring tools
    • debugging tools for web content
  2. Web-based and non-web-based: ATAG 2.0 applies equally to authoring tools of web content that are web-based, non-web-based or a combination (e.g., a non-web-based markup editor with a web-based help system, a web-based content management system with a non-web-based file uploader client).
  3. Real-time publishing: ATAG 2.0 applies to authoring tools with workflows that involve real-time publishing of web content (e.g., some collaborative tools). For these authoring tools, conformance to Part B of ATAG 2.0 may involve some combination of real-time accessibility supports and additional accessibility supports available after the real-time authoring session (e.g., the ability to add captions for audio that was initially published in real-time). For more information, see the Techniques - Appendix E: Real-time content production.
  4. Text Editors: ATAG 2.0 is not intended to apply to simple text editors that can be used to edit source content, but that include no support for the production of any particular web content technology. In contrast, ATAG 2.0 can apply to more sophisticated source content editors that support the production of specific web content technologies (e.g., with syntax checking, markup prediction, etc.).
author permission
Whether a person has a right to modify given web content. In other words, whether they qualify as an author of the content. Some authoring tools are capable of managing authoring permissions in order to prevent unauthorized modifications.
authors
One or more people using an authoring tool to create or modify web content for use by other people. This may include content authors, designers, programmers, publishers, testers, etc. working either alone or collaboratively. A person only qualifies as an author of some given web content if (1) the authoring tool supports the relevant web content technology used to implement that web content and (2) the person has author permission for that web content.
checking (accessibility) [harmonized with EARL 1.0]
The process by which web content is evaluated for web content accessibility problems. ATAG 2.0 identifies three types of checking, based on increasing levels of automation of the tests:
  1. manual checking: where the tests are carried out by authors. This includes the case where the authors are aided by instructions or guidance provided by the authoring tool, but where authors must carry out the actual test procedure;
  2. semi-automated checking: where the tests are partially carried out by the authoring tool, but where authors' input or judgment is still required to decide or help decide the outcome of the tests; and
  3. automated checking: where the tests are carried out automatically by the authoring tool without any intervention by the authors.
An authoring tool may support any combination of checking types.
collection of software components
Any software programs that are used either together (e.g., base tool and plug-in) or separately (e.g., markup editor, image editor, and validation tool), regardless of whether there has been any formal collaboration between the developers of the software components.
conforming alternate version [adapted from WCAG 2.0]
A version of web content that:
  1. conforms at the designated level, and
  2. provides all of the same information and functionality in the same human language, and
  3. is as up to date as the non-conforming content, and
  4. for which at least one of the following is true:
    1. the conforming version can be reached from the non-conforming page via an accessibility-supported mechanism, or
    2. the non-conforming version can only be reached from the conforming version, or
    3. the non-conforming version can only be reached from a conforming page that also provides a mechanism to reach the conforming version
  • Note 1: In this definition, "can only be reached" means that there is some mechanism, such as a conditional redirect, that prevents a user from "reaching" (loading) the non-conforming page unless the user had just come from the conforming version.
  • Note 2: The alternate version does not need to be matched page for page with the original (e.g., the conforming alternate version may consist of multiple pages).
  • Note 3: If multiple language versions are available, then conforming alternate versions are required for each language offered.
  • Note 4: Alternate versions may be provided to accommodate different technology environments or user groups. Each version should be as conformant as possible. One version would need to be fully conformant in order to meet conformance requirement 1.
  • Note 5: The conforming alternative version does not need to reside within the scope of conformance, or even on the same Web site, as long as it is as freely available as the non-conforming version.
  • Note 6: Alternate versions should not be confused with supplementary content, which support the original page and enhance comprehension.
  • Note 7: Setting user preferences within the content to produce a conforming version is an acceptable mechanism for reaching another version as long as the method used to set the preferences is accessibility supported.
content generation
The act of specifying the web content to be rendered, played or executed by user agents. This may refer to information perceived by end users or to instructions for the user agents. Content may be author-generated when authors are fully responsible for the web content (e.g., typing markup into a source content editing view, writing captions for audio, etc.) or automatically-generated when programming by the authoring tool developer is responsible for the web content (e.g., applying a template, automatically correcting markup errors, etc.). In some cases, responsibility for content generation is shared, as when an author requests an interactive object be placed on their page (e.g., a photo album), the authoring tool applies a template, but the template requires input from the authors to be complete.
content rendering
User interface functionality that authoring tools present if they render, play or execute the web content being edited. In ATAG 2.0 the term covers conventional renderings (e.g., WYSIWYG), unconventional renderings (e.g., rendering an audio file as a graphical wavefront) and partial renderings, in which some aspects of the content are rendered, played, or executed, but not others (e.g., a frame-by-frame video editor renders the graphical, but not the timing aspects, of a video).
conversion
A process that takes as input, content in one web content technology or non-web content technology (e.g., a word processing format) and produces as output, content in a different web content technology (e.g., "Save as HTML" features).
developer
Any entities or individuals responsible for programming the authoring tool. This includes the programmers of any additional software components included by the Claimant in the conformance claim. In some cases, development of the authoring tool is complete before authors can use it to publish web content. However, in other cases (e.g., some web-based authoring tools), the developer may continue to modify the authoring tool even after web content has been published, such that the web content experienced by the end user is modified.
direct accessibility features
Features of an authoring tool that provide functionality to meet the requirements of authors with disabilities (e.g., keyboard navigation, zoom features, text-to-speech). Additional or specialized functionality may still be provided by external assistive technology.
display settings
Display settings includes:
  1. display settings (audio): the characteristics of audio output of music, sounds and speech. Examples include volume, speech voices, voice speed, and voice emphasis.
  2. display settings (visual): the characteristics of the on-screen rendering of text and graphics. Examples include fonts, sizes, colors, spacing, positioning, and contrast.
  3. display settings (tactile): the characteristics of haptic output. Examples include the magnitude of the haptic forces and the types of vibration.
documentation
Any information that supports the use of an authoring tool. This information may be provided electronically or otherwise and includes help, manuals, installation instructions, sample work flows, tutorials, etc.
document object
The internal representation of data in the source content by a non-web based authoring tool or user agent. The document object may form part of a platform accessibility architecture that enables communication with assistive technologies. web-based authoring tools are considered to make use of the document object that is maintained by the user agent.
element
A pair of markup tags and its content, or an "empty tag" (one that requires no closing tag or content).
end user
A person who interacts with web content once it has been authored. This includes people using assistive technologies.
human language [adapted from WCAG 2.0]
Language that is spoken, written or signed (through visual or tactile means ) to communicate with humans.
informative [adapted from WCAG 2.0]
For information purposes and not required for conformance.
keyboard trap
A user interface situation in which the keyboard may be used to move focus to, but not from, a control or group of controls.
label [adapted from WCAG 2.0]
Text or other component with a text alternative that is presented to users to identify a component. A label is presented to all users whereas the name may be hidden and only exposed by assistive technology. In many (but not all) cases the name and the label are the same.
markup language
A system of text annotations (e.g., elements in HTML) and processing rules that may be used to specify the structure, presentation or semantics of content. Examples of markup languages include HTML and SVG. The markup of some content is the set of annotations that appear in the content.
name [WCAG 2.0]
Text by which software can identify a component to the user. The name may be hidden and only exposed by assistive technology, whereas a label is presented to all users. In many (but not all) cases, the label and the name are the same.
non-text content [WCAG 2.0]
Any content that is not a sequence of characters that can be recognized or where the sequence is not expressing something in human language. This includes ASCII Art (which is a pattern of characters), emoticons, and images representing text.
normative [WCAG 2.0, UAAG 2.0]
Required for conformance. One may conform in a variety of well-defined ways to this document. Content identified as "informative" or "non-normative" is never required for conformance.
option
When an author is presented with choices. An option may be local (e.g., prompting whether to save before ending an authoring session) or global (e.g., preference settings).
platform
The software environment within which the authoring tool operates. In the case of web-based authoring user interfaces, this will be user agents. In the case of non-web-based user interfaces this will be operating systems (e.g., Windows, Mac OS, Linux), virtual machines (e.g., JVM), etc.
platform accessibility architecture
A programmatic interface that is specifically engineered to provide communication between applications and assistive technologies (e.g., MSAA and UI Automation for Windows applications, AXAPI for MacOSX applications, Gnome Accessibility Toolkit API for Gnome applications, Java Access for Java applications, etc.). On some platforms, it may be conventional to enhance communication further by implementing a document object.
plug-in [UAAG 2.0]
A program that runs as part of the authoring tool (e.g., a third-party checking and repair tool) and that is not part of content being edited. Authors generally choose to include or exclude plug-ins from their authoring tool.
presentation [WCAG 2.0]
Rendering of the content in a form to be perceived by authors.
programmatically determined (programmatically determinable) [adapted from WCAG 2.0]
When information is encoded in a way that allows different software, including assistive technologies, to extract and present the information in different modalities. For non-web-based user interfaces, this means making use of a platform accessibility architecture. For web-based user interfaces , this means following WCAG 2.0 so that the user agent can pass on the information.
prominence
A heuristic measure of how likely users are to notice items (e.g., single controls, groups of controls, text messages) in a user interface that they are operating. Prominence is affected by numerous factors, including: the number of navigation steps required, the reading order position, visual properties (e.g., size, spacing, color), and even the modality of use (e.g., mouse vs. keyboard use). For purposes of conformance to ATAG 2.0, item A is considered to be at least as prominent as item B if:
  1. both items occur in the same item container (e.g., a menu for menu items, a list for list items, a dialog box for text boxes);
  2. if item B is emphasized, then so is item A; and
  3. item A occurs higher in the reading order or immediately follows item B.
prompt
Any authoring tool initiated request for a decision or piece of information from authors. Well designed prompting will urge, suggest, and encourage authors.
publishing
The point at which the authors or authoring tool make content available to end users (e.g., uploading a web page, committing a change in a wiki).
recognized (by the authoring tool)
When an authoring tool is able to process encoded information, such as labels, names, roles or relationships, with certainty. For example, an authoring tool would only be able to recognize a particular text string as a text label for non-text content, if this relationship was appropriately encoded (e.g., in an "alt" attribute, by a "labeledby" property). If success criteria apply to recognized types of content (e.g., tool-recognized alternative content), the conformance claim must list the recognized types.
relationships [adapted from WCAG 2.0]
Meaningful associations between distinct pieces of content.
repairing (accessibility) [harmonized with EARL 1.0]
The process by which web content accessibility problems that have been identified within content are resolved. ATAG 2.0 identifies three types of repairing, based on increasing levels of automation:
  1. manual: where the repairs are carried out by authors. This includes the case where the authors are aided by instructions or guidance provided by the authoring tool, but where authors carry out the actual repair procedure;
  2. semi-automated: where the repairs are partially carried out by the authoring tool, but where authors' input or judgment is still required to complete the repair; and
  3. automated: where the repairs are carried out automatically by the authoring tool without any intervention by the authors.
reversible actions
Authoring actions that, by their nature, can be completely undone so that the system returns to the state it was in before the action. Irreversible actions are actions that cannot be reversed and may include certain save and delete actions as well as actions made in a collaborative environment that another author has begun to work with.
role [adapted from WCAG 2.0]
Text or a number by which software can identify the function of a component within web content (e.g., a string that indicates whether an image functions as a hyperlink, command button, or check box).
structured element set
Content that consists of organized elements (e.g., lists, maps, hierarchies, graphs). @@SN: to get wording suggestion@@
technology (web content) [harmonized with WCAG 2.0]
A mechanism for encoding instructions to be rendered, played or executed by user agents. Web content technologies may include markup languages, data formats, or programming languages that authors may use alone or in combination to create end-user experiences that range from static web pages to multimedia presentations to dynamic web applications. Some common examples of web content technologies include HTML, CSS, SVG, PNG, PDF, Flash, and JavaScript.
template
A content pattern that is filled in by authors or the authoring tool to produce content for end users (e.g., document templates, content management templates, presentation themes). Often templates will pre-specify at least some authoring decisions.
template selection mechanism
A function beyond standard file selection that allows authors to select templates to use as the basis for new content or to apply to existing content.
transformation
A process that takes content in one Web content technology as input and outputs different content in the same technology (e.g., a function that transforms tables into lists).
tutorial
A type of documentation that provides step-by-step instructions for performing multi-part tasks.
user agent [adapted from WCAG 2.0]
Any software that retrieves, renders and facilitates end user interaction with web content. Examples include web browsers, browser plug-ins, and media players.
user interface component [adapted from WCAG 2.0]
A part of the user interface or content display (including content renderings) that is perceived by authors as a single control for a distinct function.
video [WCAG 2.0]
The technology of moving pictures or images. Video can be made up of animated or photographic images, or both.
view
A user interface function that authors use to interact with the content being edited. ATAG 2.0 categorizes views according to whether they support editing and the way in which they present content. There are two options for supporting editing in a view:
  1. editing views are editable.
  2. previews are not editable and present content as it would appear in a user agent.
There are three approaches to presenting the content in a view:
  1. as source content in which the unrendered content is presented (e.g., plain text editors),
  2. as content rendering, and
  3. as pre-built content in which authors set only high-level options that the authoring tool then interprets to generate the resulting content (e.g., a calendar module in a content management system).
web content [adapted from WCAG 2.0]
Information and sensory experience to be communicated to the end user by means of a user agent, including code or markup that defines the content's structure, presentation, and interactions. In ATAG 2.0, "web content" is primarily used to refer to the output that is produced by the authoring tool. "Web content" may include web applications, including those that act as web-based authoring tools. Accessible web content is web content that conforms to a particular level of WCAG 2.0 .
workflow
A customary sequence of steps or tasks authors follow to produce a content deliverable. If an authoring tool is composed of multiple software components then its workflows may include use of one or more of the components.
WYSIWYG
This is an acronym for "What You See Is What You Get". A WYSIWYG user interface displays (to authors) the content being edited in a way that is very similar to how it will appear to end users.

Appendix E: References

This section is informative.

For the latest version of any W3C specification please consult the list of W3C Technical Reports at http://www.w3.org/TR/. Some documents listed below may have been superseded since the publication of this document.

Note: In this document, bracketed labels such as "[WCAG20]" link to the corresponding entries in this section. These labels are also identified as references through markup.

[ACCESSFORALL]
"IMS AccessForAll Meta-data Overview", IMS Global Learning Consortium, Inc.
[AERT]
"Techniques For Accessibility Evaluation And Repair Tools", C. Ridpath, W. Chisholm, eds., 26 April 2000. This W3C Working Draft is available at http://www.w3.org/TR/2000/WD-AERT-20000426.
[APPLE-ACCESS]
"Introduction to Accessibility Overview," Apple Computer Inc.
[ATAG10]
"Authoring Tool Accessibility Guidelines 1.0", J. Treviranus, C. McCathieNevile, I. Jacobs, and J. Richards, eds., 3 February 2000. This W3C Recommendation is available at http://www.w3.org/TR/2000/REC-ATAG10-20000203/.
[ATAG10-TECHS]
"Techniques for Authoring Tool Accessibility Guidelines 1.0," J. Treviranus, C. McCathieNevile, J. Richards, and G. Rosmaita, eds., 29 October 2002. This W3C reference is http://www.w3.org/TR/2002/NOTE-ATAG10-TECHS-20021029/.
[ATAG20]
"Authoring Tool Accessibility Guidelines 2.0," J. Treviranus, J. Richards, C. McCathieNevile, and M. May, eds. The latest version is available at http://www.w3.org/TR/ATAG20. The latest version of ATAG 2.0 is available at http://www.w3.org/TR/ATAG20.
[CARBON-ACCESS]
"Introduction to Accessibility Programming Guidelines for Carbon," Apple Corporation.
[COCOA-ACCESS]
"Introduction to Accessibility Programming Guidelines for Cocoa," Apple Corporation.
[CSS2-ACCESS]
"Accessibility Features of CSS," I. Jacobs and J. Brewer, eds., 4 August 1999. This W3C Note is available at http://www.w3.org/1999/08/NOTE-CSS-access-19990804. The latest version of Accessibility Features of CSS is available at http://www.w3.org/TR/CSS-access.
[DOM]
"Document Object Model (DOM) Level 2 Core Specification," A. Le Hors, P. Le Hégaret, L. Wood, G. Nicol, J. Robie, M. Champion, S. Byrne, eds., 13 November 2000. This W3C Recommendation is http://www.w3.org/TR/2000/REC-DOM-Level-2-Core-20001113/.
[EARL]
"EARL - the Evaluation And Report Language," W3C-WAI Evaluation and Repair Tools Working Group.
[ECLIPSE-ACCESS]
"Designing Accessible Plug-ins in Eclipse," T. Creasy, IBM OTI Labs.
[ECLIPSE-API]
"Eclipse Platform API"
[EDU-SOFT-ACCESS]
"Making Educational Software and Web Sites Accessible,". G. Freed, M. Rothberg and T. Wlodkowski, National Center for Accessible Media
[EITAAC]
"EITAAC Desktop Software standards," Electronic Information Technology Access Advisory (EITAAC) Committee.
[GNOME-ACCESS]
"GNOME Accessibility for Developers," C. Benson, B. Cameron, B. Haneman, S. Snider, P. O'Briain, The GNOME Accessibility Project.
[GNOME-API]
"Gnome Accessibility Toolkit API"
[GNOME-KDE-KEYS]
"Gnome/KDE Keyboard Shortcuts," Novell Corporation.
[HTML4-ACCESS]
"WAI Resources: HTML 4.0 Accessibility Improvements," I. Jacobs, J. Brewer, and D. Dardailler, eds. This document describes accessibility features in HTML 4.0.
[IBM-ACCESS]
"Software Accessibility," IBM Special Needs Systems.
[IEC-4WD]
IEC/4WD 61966-2-1: Colour Measurement and Management in Multimedia Systems and Equipment - Part 2.1: Default Colour Space - sRGB. May 5, 1998.
[ISO-TS-16071]
"Ergonomics of human-system interaction -- Guidance on accessibility for human-computer interfaces". International Organization for Standardization.
[JAVA-ACCESS]
"IBM Guidelines for Writing Accessible Applications Using 100% Pure Java," R. Schwerdtfeger, IBM Special Needs Systems.
[JAVA-API]
" Java Accessibility Package"
[JAVA-CHECKLIST]
"Java Accessibility Guidelines and Checklist," IBM Special Needs Systems.
[MACOSX-KEYS]
"Mac OS X keyboard shortcuts," Apple Corporation.
[MS-ENABLE]
"Accessibility for Applications Designers," Microsoft Corporation.
[MS-KEYS]
"Keyboard shortcuts for Windows," Microsoft Corporation.
[MSAA-API]
"Microsoft Active Accessibility," Microsoft Corporation.
[NOTES-ACCESS]
"Lotus Notes application accessibility," IBM Corporation.
[RDF10]
"Resource Description Framework (RDF) Model and Syntax Specification," O. Lassila, R. Swick, eds. The 22 February 1999 Recommendation is http://www.w3.org/TR/1999/REC-rdf-syntax-19990222. The latest version of RDF 1.0 is available at http://www.w3.org/TR/REC-rdf-syntax.
[SMIL-ACCESS]
"Accessibility Features of SMIL," M.-R. Koivunen and I. Jacobs, eds., 21 September 1999. This W3C Note is available at available at http://www.w3.org/TR/SMIL-access.
[sRGB]
"A Standard Default Color Space for the Internet - sRGB," M. Stokes, M. Anderson, S. Chandrasekar, R. Motta, eds., Version 1.10, November 5, 1996. A copy of this paper is available at http://www.w3.org/Graphics/Color/sRGB.html.
[SUN-DESIGN]
"Designing for Accessibility," Eric Bergman and Earl Johnson. This paper discusses specific disabilities including those related to hearing, vision, and cognitive function.
[SVG-ACCESS]
"Accessibility of Scalable Vector Graphics," C. McCathieNevile, M.-R. Koivunen, eds., 7 August 2000. This W3C Note is available at http://www.w3.org/TR/SVG-access.
[TRACE-REF]
"Application Software Design Guidelines," compiled by G. Vanderheiden. A thorough reference work.
[UAAG]
"User Agent Accessibility Guidelines 1.0," I. Jacobs, J. Gunderson, E. Hansen, eds.17 December 2002. This W3C Recommendation is available at http://www.w3.org/TR/2002/REC-UAAG10-20021217/.
[USER-TEST-UCD]
"Just Ask: Integrating Accessibility Throughout Design," S. L. Henry. An on-line book.
[USER-TEST-WEB]
"Involving Users in Web Accessibility Evaluation," S. L. Henry, ed. W3C
[WCAG10]
"Web Content Accessibility Guidelines 1.0", W. Chisholm, G. Vanderheiden, and I. Jacobs, eds., 5 May 1999. This WCAG 1.0 Recommendation is available at http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/.
[WCAG10-TECHS]
"Techniques for Web Content Accessibility Guidelines 1.0," W. Chisholm, G. Vanderheiden, and I. Jacobs, eds., 6 November 2000. This W3C Note is available at http://www.w3.org/TR/WCAG10-TECHS/.
[WCAG20]
"Web Content Accessibility Guidelines 2.0 ", B. Caldwell, M. Cooper, L. Guarino Reid, and G. Vanderheiden.
[WCAG20-TECHS]
"Techniques for WCAG 2.0," B. Caldwell, M. Cooper, L. Guarino Reid, G. Vanderheiden, eds.
[WCAG20-UNDERSTANDING]
"Understanding (WCAG 2.0)," B. Caldwell, M. Cooper, L. Guarino Reid, G. Vanderheiden, eds.
[WHAT-IS]
"What is Accessible Software," James W. Thatcher, Ph.D., IBM, 1997. This paper, available at the IBM Accessibility Center, gives a short example-based introduction to the difference between software that is accessible, and software that can be used by some assistive technologies.
[XAG]
"XML Accessibility Guidelines", D. Dardailler, S. B. Palmer, C. McCathieNevile, eds. 3 October 2002. This is a Working Group Draft.

Appendix F: Acknowledgments

Participants active in the AUWG at the time of publication:

Other previously active AUWG participants and other contributors to ATAG 2.0:

Kynn Bartlett, Giorgio Brajnik, Judy Brewer, Wendy Chisholm, Daniel Dardailler, Geoff Deering, Barry A. Feigenbaum, Katie Haritos-Shea, Kip Harris, Phill Jenkins, Len Kasday, Marjolein Katsma, William Loughborough, Karen Mardahl, Charles McCathieNevile, Matt May, Matthias Müller-Prove, Liddy Nevile, Graham Oliver, Wendy Porch, Bob Regan, Chris Ridpath, Gregory Rosmaita, Michael Squillace, Heather Swayne, Gregg Vanderheiden, Carlos Velasco, and Jason White.

This document would not have been possible without the work of those who contributed to ATAG 1.0.

This publication has been funded in part with Federal funds from the U.S. Department of Education, National Institute on Disability and Rehabilitation Research (NIDRR) under contract number ED05CO0039. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.


[Contents] [Guidelines]