Web Content Accessibility Guidelines 2.0

Appendix A Glossary (Normative)

This section is normative.

abbreviation

shortened form of a word, phrase or name

Note: Includes initialisms and acronyms.

acronym

abbreviation made from the initial letters of a name or phrase that contains several words

Note: Many acronyms can be pronounced as words.

Example: NOAA is an acronym made from the initial letters of the National Oceanic and Atmospheric Administration in the United States.

activity where timing is essential

activity where timing is part of the design of the activity and removal of the time dependency would change the functionality of the content

alternate version

version that provides all of the same information and functionality and is as up to date as any non-conformant content

analog, time-dependent input

input whose result is different depending on the rate of the analog movement (such as when line width varies with pen speed or pressure.)

Note: Most actions carried out by a pointing device can also be done from the keyboard (e.g. clicking, selecting, moving, sizing, etc.). However, there is a small class of input that is done with a pointing device that cannot be done from the keyboard in any known fashion. This type of input can be best characterized (or identified) by the fact that the outcome can only be achieved by moving the pointer in a smooth fashion at a certain rate. For example, a watercolor program where stroke width and opacity is a depenent on the rate of movement (and/or pressure) of a "brush".

Application Programming Interface (API)

definitions of how communication may take place between applications

Note 1: Implementing APIs that are independent of a particular operating environment (as are the W3C DOM Level 2 specifications) may reduce implementation costs for multi-platform user agents and promote the development of multi-platform assistive technologies. Implementing conventional APIs for a particular operating environment may reduce implementation costs for assistive technology developers who wish to interoperate with more than one piece of software running on that operating environment.

Note 2: A "device API" defines how communication may take place with an input or output device such as a keyboard, mouse, or video card.

Note 3: In this document, an "input/output API" defines how applications or devices communicate with a user agent. As used in this document, input and output APIs include, but are not limited to, device APIs. Input and output APIs also include more abstract communication interfaces than those specified by device APIs. A "conventional input/output API" is one that is expected to be implemented by software running on a particular operating environment. For example, the conventional input APIs of the user agent are for the mouse and keyboard. For touch screen devices or mobile devices, conventional input APIs may include stylus, buttons, and voice. The graphical display and sound card are considered conventional output devices for a graphical desktop computer environment, and each has an associated API.

Note 4: This definition is based on User Agent Accessibility Guidelines 1.0 Glossary.

ASCII art

picture created by a spatial arrangement of characters (typically from the 95 printable characters defined by ASCII).

Assistive technology (in the context of this document)

a user agent that:

1. relies on services (such as retrieving Web content and parsing markup) provided by one or more other "host" user agents. Assistive technologies communicate data and messages with host user agents by using and monitoring APIs.

2. provides services beyond those offered by the host user agents to meet the requirements of users with disabilities. Additional services include alternative renderings (e.g., as synthesized speech or magnified content), alternative input methods (e.g., voice), additional navigation or orientation mechanisms, and content transformations (e.g., to make tables more accessible).

Example: Examples of assistive technologies that are important in the context of this document include the following:

• screen magnifiers, which are used by people with visual disabilities to enlarge and change colors on the screen to improve the visual readability of rendered text and images.

• screen readers, which are used by people who are blind or have reading disabilities to read textual information through synthesized speech or braille displays.

• voice 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.

• alternative pointing devices, which are used by people with certain physical disabilities to simulate mouse pointing and button activations.

Note: This definition is based on User Agent Accessibility Guidelines 1.0 Glossary.

audio description

narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone.

Note 1: Audio descriptions of video provide information about actions, characters, scene changes and on-screen text.

Note 2: In standard audio description, narration is added during naturally-occurring pauses in dialog. (See also Extended audio descriptions.)

authored component

an authored unit intended to be used as a part of another authored unit

authored unit

set of material created as a single body by an author

Example 1: a collection consisting of markup, a style sheet, and an image or audio clip.

Example 2: a set of Web pages intended to be viewed only as a unit or in sequence.

Note: This definition based on Glossary of Terms for Device Independence.

baseline

set of technologies assumed to be supported by, and enabled in, user agents

Note: For more information on baselines and their use, refer to Technology Assumptions and the "baseline."

blink

turn on and off between .5 and 3 times per second

captions

text presented and synchronized with multimedia to provide not only the speech, but also sound effects and sometimes speaker identification

Note: In some countries, the term "subtitle" is used to refer to dialog only and "captions" is used as the term for dialog plus sounds and speaker identification. In other countries, subtitle (or its translation) is used to refer to both.

changes of context

change of :

1. user agent;

2. viewport;

3. focus;

4. content that changes the meaning of the Web unit.

Note: A change of content is not always a change of context. Small changes in content, such as an expanding outline or dynamic menu, do not change the context.

content

information to be communicated to the user by means of a user agent

Note: This includes the code and markup that define the structure, presentation, and interaction, as well as text, images, and sounds that convey information to the end-user.

context-sensitive help

help text that provides information related to the function currently being performed

emergency

a sudden, unexpected situation or occurrence that requires immediate action to preserve health, safety or property

event handler

section of code that responds to an action taken by the user (or user agent)

Note: On Web pages, events are usually user actions such as moving the mouse, typing, etc.

• An event handler determines the response to that action.

• A technology-specific event handler only responds to an action by one kind of input device.

• An abstract event handler is one which can be activated by a variety of input devices.

extended audio descriptions

audio descriptions that are added to an audio/visual presentation by pausing the video so that there is time to add addional description

Note: This technique is only used when the sense of the video would be lost without the additional audio description.

full corrected text screenplay including any interaction

document including correctly sequenced descriptions of all visual settings, actions, and non-speech sounds combined with descriptive transcripts of all dialogue and a means of achieving any outcomes that are achieved using interaction during the multimedia.

Note: A screenplay used to create the multimedia content would meet this definition only if it was corrected to accurately represent the final multimedia after editing etc.

functionality

processes and outcomes acheivable through user action

general flash threshold

• A sequence of flashes or rapidly changing image sequences where both the following occur:

  1. the combined area of flashes occurring concurrently (but not necessarily contiguously) occupies more than one quarter of any 341 x 256 pixel rectangle anywhere on the displayed screen area when the content is viewed at 1024 by 768 pixels and

  2. there are more than three flashes within any one-second period.

Note 1: For the general flash threshold, a flash is defined as a pair of opposing changes in brightness of 10% or more of full scale white brightness, where brightness is calculated as 0.2126 * ((R / FS) ^ 2.2) + 0.7152 * ((G / FS) ^ 2.2) + 0.0722 * ((B / FS) ^ 2.2). R, G, and B are the red, green, and blue RGB values of the color; FS is the maximum possible full scale RGB value for R, G, and B (255 for eight bit color channels); and the "^" character is the exponentiation operatorAn "opposing change" is an increase followed by a decrease, or a decrease followed by an increase.

Note 2: Based on Wisconsin Computer Equivalence Algorithm for Flash Pattern Analysis (FPA)

idioms

phrase whose meaning cannot be deduced from the meaning of the individual words and where you can't change the specific words without losing the meaning

Example 1: In English, "kicking the bucket" means dying. But you can't change it to "kicking the buckets" or "kicking the tub" or "booting the bucket" or "knocking over the bucket" without losing its meaning.

Example 2: In English, "spilling the beans" means revealing a secret. However, "knocking over the beans" or "spilling the vegetables" does not mean the same thing."

Example 3: In Japanese, the phrase "さじを投げる（どうするこ ともできなくなり、あきらめること" literally translates into "he threw a spoon". But it means that there was nothing he could do and finally he gave up.

Example 4: In Ducth, "Hij ging met de kippen op stok" literally translates into "He went to roost with the chickens". But it means that he went to bed early.

information

1. a message to be sent and received

2. a collection of facts or data from which inferences may be drawn

information is conveyed by color

the perception of the color attributes is essential to understanding a piece of content

informative

for information purposes and not required for conformance

Note: Content required for conformance is referred to as "normative."

initialism

shortened form of a name or phrase made from the initial letters of words or syllables contained in that name or phrase

Note: Not defined in all languages.

Example 1: SNCF is a French initialism that contains the initial letters of the Societe National des Chemins de Fer, the French national railroad.

Example 2: ESP is an initialism for extrasensory perception.

input error

information provided by the user that is not accepted

Note: This includes:

1. information that is required by the Web unit but omitted by the user.

2. information that is provided by the user but that falls outside the required data format or values.

jargon

words used in a particular way by people in a particular field

Example: The word StickyKeys is jargon from the field of assistive technology/accessibility.

keyboard interface

interface used by software to obtain keystroke input

Note 1: Allows users to provide keystroke input to programs even if the native technology does not contain a keyboard.

Example: A touch screen PDA has a keyboard interface built into its OS and a connector for connecting external Keyboards. Applications on the PDA can use the interface to obtain keyboard input from either an external keyboard or from other applications that provide simulated keyboard output - such as handwriting interpreters or speech to text applications with "keyboard emulation" functionality.

Note 2: Operation of the application (or parts of the application) through a keyboard operated mouse emulator, such as MouseKeys, does not qualify as operation through a keyboard interface because operation of the program is through its pointing device interface - not through its keyboard interface.

label

text, image or sound that is presented to a user to identify a component within Web content

live audio-only

A time-based live presentation that contains only audio (no video and no interaction).

live video-only

A time-based live presentation that contains only video (no audio and no interaction).

Lower secondary education level

the two or three year period of education that begins after completion of six years of school and ends nine years after the beginning of primary education.

Note: This definition based on [UNESCO].

luminosity contrast ratio

(L1 + 0.05) / (L2 + 0.05), where L1 is the luminosity of the lighter of the text or background colors, and L2 is the luminosity of the darker of the text or background colors.

The luminosity of a color is defined as 0.2126 * ((R / FS) ^ 2.2) + 0.7152 * ((G / FS) ^ 2.2) + 0.0722 * ((B / FS) ^ 2.2).

• R, G, and B are the red, green, and blue RGB values of the color;

• FS is the maximum possible full scale RGB value for R, G, and B (255 for eight bit color channels); and

• the "^" character is the exponentiation operator.

Note: Luminosity values can range from 0 (black) to 1 (white), and luminosity contrast ratios can range from 1 to 21.

mechanism

process or technique for achieving a result

multimedia

audio or video synchronized with another type of media and/or with time-based interactive components

name

text by which software can identify a component within Web content to the user

Note: The name may be hidden and only exposed by assistive technology, whereas a label is presented even without assistive technology. In many (but not all) cases, the label is a display of the name.

natural languages

languages used by humans to communicate, including spoken, written, and signed languages

Note: See also sign language interpretation.

non-text content

content that is not represented by a Unicode character or sequence of Unicode characters when rendered in a user agent according to the formal specification of the content type

Note: This includes ASCII Art, which is a pattern of characters.

normative

required for conformance

Note 1: One may conform in a variety of well-defined ways to this document.

Note 2: Content identified as "informative" or "non-normative" is never required for conformance.

parsed unambiguously

only one data structure that can result from parsing

Note: Parsing transforms markup or other code into a data structure, usually a tree, which is suitable for later processing and which captures the implied hierarchy of the input.

paused

stopped by user request and not restarted until requested by user

presentation

rendering of the content and structure in a form that can be perceived by the user

primary education level

six year time period that begins between the ages of five and seven, possibly without any previous education

Note: This definition based on [UNESCO].

programmatically determined

determined by software from data provided in a user-agent-supported manner such that the user agents can extract and present this information to users in different modalities

programmatically set

set by software using methods that are user-agent-supported

pure decoration

serving only an aesthetic function, providing no information, and serving no function.

real-time event

event occurring at the same time as the viewing that is not completely generated by the content and is not pre-recorded

Example 1: A Webcast of a live performance.

Example 2: An on-line auction with people bidding.

Example 3: Live humans interacting in a fantasy world using avatars.

red flash threshold

• transition to or from a saturated red where both of the following occur:

  1. the combined area of flashes occurring concurrently occupies more than one quarter of any 341 x 256 pixel rectangle anywhere on the displayed screen area when the content is viewed at 1024 by 768 pixels and

  2. there are more than three flashes within any one-second period

Note: Based on Wisconsin Computer Equivalence Algorithm for Flash Pattern Analysis (FPA)

regular expression

regular expression as defined in XML Schema Part 2: Datatypes, Appendix F.

role

text or a number by which software can identify the function of a components within Web content

Example: A number that indicates whether an image functions as a hyperlink, command button, or check box.

same functionality

the outcome of their use is identical

Example: A submit "search" button on one Web page and a "find" button on another Web page may both have a field to enter a term and list topics in the web site related to the term submitted. In this case, they would have same functionality but would not be labeled consistently.

same relative order

same position relative to other items

Note: Items are considered to be in the same relative order even if other items are inserted or removed from the original order. For example, expanding navigation menus may insert an additional level of detail or a secondary navigation section may be inserted into the reading order.

sign language interpretation

translation of spoken words and other audible information into a language that uses a simultaneous combination of handshapes, facial expressions, and orientation and movement of the hands, arms or body to convey meaning

Note: Although some languages have a signed counterpart, most sign languages are an independent language which is unrelated to the spoken language of the same country or culture.

specific sensory experience

a sensory experience that is not purely decorative and does not primarily convey important information or perform a function

structure

1. The way the parts of an authored unit are organized in relation to each other and;

2. The way a collection of Web unit is organized

supplemental content

additional content that illustrates or clarifies default text content that users may use instead of, or in addition to, the default text content.

Example: Examples of supplemental content may include text, graphics and audio.

technology

markup language, programming language, style sheet, data format, or API

test or exercise that must use a particular sense

test where the content must be presented in a particular sensory format

Example: Color blindness test, hearing test, vision exercise, spelling test.

text

sequence of characters

Note: Characters are those included in the Unicode/ISO/IEC 106464 repertoire.

text alternative

programmatically determined text that is used in place of non-text content or text that is used in addition to non-text content and referred to from the programmatically determined text

unicode

universal character set that defines all the characters needed for writing the majority of living languages in use on computers

Note 1: For more information refer to the Unicode Consortium or to Tutorial: Character sets & encodings in XHTML, HTML and CSS produced by the W3C Internationalization Activity.

Note 2: This definition based on [UNICODE]

used in an unusual restricted way

words used in such a way that users must know exactly what definition to apply in order to understand the content correctly.

Example: The word "representational" means something quite different if it occurs in a discussion of visual art as opposed to a treatise on government, but the appropriate definition can be determined from context. By contrast, the word "text" is used in a very specific way in WCAG 2.0, so a definition is supplied in the glossary.

user agent

any software that retrieves and renders Web content for users

Example: Web browsers, media players, plug-ins, and other programs — including assistive technologies — that help in retrieving and rendering Web content.

user-agent-supported

implemented by user agents and assistive technologies

Note: One of the factors that should be considered before adding a technology to a baseline would be the availability of affordable user agents and assistive technologies which support the technology.

variations in presentations in text

changes in the visual appearance or sound of the text, such as changing to a different font or a different voice

video

the technology of moving pictures or images

Note: Video can be made up of animated or photographic images, or both.

Web unit

collection of information, consisting of one or more resources, intended to be rendered together, and identified by a single Uniform Resource Identifier (URLs etc.)

Note: This definition based on the definition of Web page in Web Characterization Terminology & Definitions Sheet. The concept of simultaneity was removed to allow the term to cover interactive and scripted content.

Example 1: An interactive movie-like shopping environment where the user navigates about and activates products to have them demonstrated, and moves them to cart to buy them.

Example 2: A Web page including all embedded images and media.

Wisconsin Computer Equivalence Algorithm for FPA

a method developed at the University of Wisconsin - working in conjunction with Dr. Graham Harding and Cambridge Research Associates for applying the United Kingdom's "Ofcom Guidance Note on Flashing Images and Regular Patterns in Television (Re-issued as Ofcom Notes 25 July 2005)" to content displayed on a computer screen, such as Web pages and other computer content.

Note: The Ofcom Guidance Document [OFCOM] is based on the assumption that the television screen occupies the central ten degrees of vision. This is not accurate for a screen which is located in front of a person. The Wisconsin algorithm basically carries out the same analysis as the Ofcom Guidelines except that is does it on every possible ten degree window for a prototypical computer display.

Appendix B WCAG 2.0 Checklist (Non-Normative)

This section is informative.

The Web Content Accessibility Guidelines 2.0 Checklist serves as an appendix to Web Content Accessibility Guidelines 2.0 [WCAG20]. It lists all of the success criteria from WCAG 2.0 in a checkable list. The level of each success criterion is provided as well as a link to WCAG 2.0 for more information for each success criterion. For many readers, the Checklist provides a quick reference and overview to the information in WCAG 2.0.

Success Criteria

Guideline 1.1 : Provide text alternatives for all non-text content

	True	Success Criterion	Comments
L1		1.1.1 For all non-text content, one of the following is true: [How to meet 1.1.1] If non-text content presents information or responds to user input, text alternatives serve the same purpose and present the same information as the non-text content. If text alternatives cannot serve the same purpose, then text alternatives at least identify the purpose of the non-text content. If non-text content is multimedia; live audio-only or live video-only content; a test or exercise that must use a particular sense; or is primarily intended to create a specific sensory experience; then text alternatives at least identify the non-text content with a descriptive text label. (For multimedia, see also, Guideline 1.2 Provide synchronized alternatives for multimedia .) If the purpose of non-text content is to confirm that content is being operated by a person rather than a computer, different forms are provided to accommodate multiple disabilities. If non-text content is pure decoration, or used only for visual formatting, or if it is not presented to users, it is implemented such that it can be ignored by assistive technology.
L3		1.1.2 For prerecorded multimedia, a combined document containing captions intermixed with audio description transcripts is available. [How to meet 1.1.2]

Guideline 1.2 : Provide synchronized alternatives for multimedia

	True	Success Criterion	Comments
L1		1.2.1 Captions are provided for prerecorded multimedia. [How to meet 1.2.1]
		1.2.2 Audio descriptions of video or a full corrected text screenplay including any interaction, are provided for prerecorded multimedia. [How to meet 1.2.2]
L2		1.2.3 Audio descriptions of video are provided for prerecorded multimedia. [How to meet 1.2.3]
		1.2.4 Captions are provided for live multimedia. [How to meet 1.2.4]
L3		1.2.5 Sign language interpretation is provided for multimedia. [How to meet 1.2.5]
		1.2.6 Extended audio descriptions of video are provided for prerecorded multimedia. [How to meet 1.2.6]

Guideline 1.3 : Ensure that information and structure can be separated from presentation

	True	Success Criterion	Comments
L1		1.3.1 Information and relationships conveyed through presentation can be programmatically determined and notification of changes to these is available to user agents, including assistive technologies. [How to meet 1.3.1]
		1.3.2 Any information that is conveyed by color is visually evident without color. [How to meet 1.3.2]
		1.3.3 When the sequence of the content affects its meaning, that sequence can be programmatically determined. [How to meet 1.3.3]
L2		1.3.4 Information that is conveyed by variations in presentation of text is also conveyed in text or the variations in presentation of text can be programmatically determined. [How to meet 1.3.4]
		1.3.5 Information required to understand and operate content does not rely on shape, size, visual location, or orientation of components. [How to meet 1.3.5]

Guideline 1.4 : Make it easy to distinguish foreground information from its background

	True	Success Criterion	Comments
L2		1.4.1 Text or diagrams, and their background, have a luminosity contrast ratio of at least 5:1. [How to meet 1.4.1]
		1.4.2 A mechanism is available to turn off background audio that plays automatically, without requiring the user to turn off all audio. [How to meet 1.4.2]
L3		1.4.3 Text or diagrams, and their background, have a luminosity contrast ratio of at least 10:1. [How to meet 1.4.3]
		1.4.4 Audio content does not contain background sounds, background sounds can be turned off, or background sounds are at least 20 decibels lower than the foreground audio content, with the exception of occasional sound effects. [How to meet 1.4.4] Note: A 20 decibel difference in sound level is roughly 4 times quieter (or louder). Background sound that meets this requirement will be approximately four times (4x) quieter than the foreground audio content.

Guideline 2.1 : Make all functionality operable via a keyboard interface

	True	Success Criterion	Comments
L1		2.1.1 All functionality of the content is operable in a non time-dependent manner through a keyboard interface, except where the task requires analog, time-dependent input. [How to meet 2.1.1] Note: This does not preclude and should not discourage the support of other input methods (such as a mouse) in addition to keyboard operation.
L3		2.1.2 All functionality of the content is operable in a non time-dependent manner through a keyboard interface. [How to meet 2.1.2]

Guideline 2.2 : Allow users to control time limits on their reading or interaction

	True	Success Criterion	Comments
L1		2.2.1 For each time-out that is a function of the content, at least one of the following is true: [How to meet 2.2.1] the user is allowed to deactivate the time-out; or the user is allowed to adjust the time-out over a wide range which is at least ten times the length of the default setting; or the user is warned before time expires and given at least 20 seconds to extend the time-out with a simple action (for example, "hit any key") and the user is allowed to extend the timeout at least 10 times; or the time-out is an important part of a real-time event (for example, an auction), and no alternative to the time-out is possible; or the time-out is part of an activity where timing is essential (for example, competitive gaming or time-based testing) and time limits can not be extended further without invalidating the activity.
L2		2.2.2 Content does not blink for more than three seconds, or a method is available to stop all blinking content in the Web unit or authored component. [How to meet 2.2.2] Note: Refer to Guideline 2.3 Allow users to avoid content that could cause seizures due to photosensitivity for requirements related to flickering or flashing content.
		2.2.3 Content can be paused by the user unless the timing or movement is part of an activity where timing or movement is essential. [How to meet 2.2.3]
L3		2.2.4 Except for real-time events, timing is not an essential part of the event or activity presented by the content. [How to meet 2.2.4]
		2.2.5 Interruptions, such as updated content, can be postponed or suppressed by the user, except interruptions involving an emergency. [How to meet 2.2.5]
		2.2.6 When an authenticated session expires, the user can continue the activity without loss of data after re-authenticating. [How to meet 2.2.6]

Guideline 2.3 : Allow users to avoid content that could cause seizures due to photosensitivity

	True	Success Criterion	Comments
L1		2.3.1 Content does not violate the general flash threshold or the red flash threshold. [How to meet 2.3.1]
L3		2.3.2 Web units do not contain any compontents that flash more than three times in any one second period. [How to meet 2.3.2]

Guideline 2.4 : Provide mechanisms to help users find content, orient themselves within it, and navigate through it

	True	Success Criterion	Comments
L1		2.4.1 A mechanism is available to bypass blocks of content that are repeated on multiple Web units. [How to meet 2.4.1]
L2		2.4.2 More than one way is available to locate content within a set of Web units where content is not the result of, or a step in, a process or task. [How to meet 2.4.2]
		2.4.3 Web units have titles. [How to meet 2.4.3]
		2.4.4 Each link is programmatically associated with text from which its purpose can be determined. [How to meet 2.4.4]
L3		2.4.5 Titles, headings and labels are descriptive. [How to meet 2.4.5]
		2.4.6 When a Web unit or authored component is navigated sequentially, components receive focus in an order that follows relationships and sequences in the content. [How to meet 2.4.6]
		2.4.7 Information about the user's location within a set of Web units is available. [How to meet 2.4.7]
		2.4.8 The purpose of each link can be programmatically determined from the link. [How to meet 2.4.8]

Guideline 2.5 : Help users avoid mistakes and make it easy to correct mistakes that do occur

	True	Success Criterion	Comments
L1		2.5.1 If an input error is detected, the error is identified and described to the user in text. [How to meet 2.5.1]
L2		2.5.2 If an input error is detected and suggestions for correction are known and can be provided without jeopardizing the security or purpose of the content, the suggestions are provided to the user. [How to meet 2.5.2]
		2.5.3 For forms that cause legal or financial transactions to occur, that modify or delete data in data storage systems, or that submit test responses, at least one of the following is true: [How to meet 2.5.3] Actions are reversible. Actions are checked for input errors before going on to the next step in the process. The user is able to review and confirm or correct information before submitting it.
L3		2.5.4 Context-sensitive help is available for text input. [How to meet 2.5.4]

Guideline 3.1 : Make text content readable and understandable.

	True	Success Criterion	Comments
L1		3.1.1 The primary natural language or languages of the Web unit can be programmatically determined. [How to meet 3.1.1]
L2		3.1.2 The natural language of each passage or phrase in the Web unit can be programmatically determined. [How to meet 3.1.2] Note: This requirement does not apply to individual words or phrases that have become part of the primary language of the content.
L3		3.1.3 A mechanism is available for identifying specific definitions of words or phrases used in an unusual or restricted way, including idioms and jargon. [How to meet 3.1.3]
		3.1.4 A mechanism for finding the expanded form of abbreviations is available. [How to meet 3.1.4]
		3.1.5 When text requires reading ability more advanced than the lower secondary education level, supplemental content is available that does not require reading ability more advanced than the lower secondary education level. [How to meet 3.1.5]
		3.1.6 A mechanism is available for identifying specific pronunciation of words where meaning cannot be determined without pronunciation. [How to meet 3.1.6]

Guideline 3.2 : Make the placement and functionality of content predictable.

	True	Success Criterion	Comments
L1		3.2.1 When any component receives focus, it does not cause a change of context. [How to meet 3.2.1]
		3.2.2 Changing the setting of any form control or field does not automatically cause a change of context (beyond moving to the next field in tab order) unless the authored unit contains instructions before the control that describe the behavior. [How to meet 3.2.2]
L2		3.2.3 Navigational mechanisms that are repeated on multiple Web units within a set of Web units or other primary resources occur in the same relative order each time they are repeated unless a change is initiated by the user. [How to meet 3.2.3]
		3.2.4 Components that have the same functionality within a set of Web units are identified consistently. [How to meet 3.2.4]
L3		3.2.5 Changes of context are initiated only by user request. [How to meet 3.2.5]

Guideline 4.1 : Support compatibility with current and future user agents (including assistive technologies)

	True	Success Criterion	Comments
L1		4.1.1 Web units or authored components can be parsed unambiguously and the relationships in the resulting data structure are also unambiguous. [How to meet 4.1.1]
		4.1.2 For all user interface components, the name and role can be programmatically determined, values that can be set by the user can be programmatically set, and notification of changes to these items is available to user agents, including assistive technologies. [How to meet 4.1.2]

Guideline 4.2 : Ensure that content is accessible or provide an accessible alternative

	True	Success Criterion	Comments
L1		4.2.1 At least one version of the content meets all level 1 success criteria, but alternate version(s) that do not meet all level 1 success criteria may be available from the same URI. [How to meet 4.2.1]
		4.2.2 Content meets the following criteria even if the content uses a technology that is not in the chosen baseline: [How to meet 4.2.2] If content can be entered using the keyboard, then the content can be exited using the keyboard. Content conforms to success criterion 2.3.1 (general and red flash).
L2		4.2.3 At least one version of the content meets all level 2 success criteria, but alternate version(s) that do not meet all level 2 success criteria may be available from the same URI. [How to meet 4.2.3]
L3		4.2.4 Content implemented using technologies outside of the chosen baseline satisfies all Level 1 and 2 WCAG requirements supported by the technologies. [How to meet 4.2.4]

Appendix C Acknowledgements (Non-Normative)

This section is informative.

Participants in the WCAG Working Group. Note: in the Last Call Working Draft this link will be replaced by a list of names.

This publication has been funded in part with Federal funds from the U.S. Department of Education 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.

Appendix D The differences between WCAG 1.0 and WCAG 2.0 (Non-Normative)

This section is informative.

Since the release of WCAG 1.0 in May 1999, the WCAG Working Group has received feedback on priorities of checkpoints, the usability of the set of documents, and requests for clarifications on the meaning of specific checkpoints and what is needed to satisfy them. Thus, it is intended that WCAG 2.0, when it eventually becomes a W3C Recommendation:

• will be more efficiently organized,

• may adjust the priority of some checkpoints,

• may modify, remove, or add requirements due to changes in Web technologies since the publication of WCAG 1.0,

• will incorporate the Errata from WCAG 1.0,

• will reflect the experience gained in implementing WCAG 1.0.

For a detailed comparison, refer to the Mapping Between WCAG 1.0 and the WCAG 2.0 Working Draft.

Appendix E References (Non-Normative)

This section is informative.

WCAG20

"Web Content Accessibility Guidelines 2.0," B. Caldwell, W. Chisholm, J. Slatin, and G. Vanderheiden, eds., W3C Working Draft 23 November 2005. This W3C Working Draft is available at http://www.w3.org/TR/2005/WD-WCAG20-20051123/. The latest version of WCAG 2.0 is available at http://www.w3.org/TR/WCAG20/

UAAG10

"User Agent Accessibility Guidelines 1.0," I. Jacobs, J. Gunderson, E. Hansen, eds., W3C Recommendation 17 December 2002. The latest version of UAAG 1.0 is available at http://www.w3.org/TR/UAAG10/

UNESCO

International Standard Classification of Education, 1997. A copy of the standard is available at http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm.

UNICODE

The Unicode Consortium. The Unicode Standard, Version 4.0.1, defined by: The Unicode Standard, Version 4.0 (Reading, MA, Addison-Wesley, 2003. ISBN 0-321-18578-1), as amended by Unicode 4.0.1 (http://www.unicode.org/versions/Unicode4.0.1/).

OFCOM

Guidance Notes, Section 2: Harm and offence Annex 1, "Ofcom Guidance Note on Flashing Images and Regular Patterns in Television (Re-issued as Ofcom Notes 25 July 2005)" available at http://www.ofcom.org.uk/tv/ifi/guidance/bguidance/guidance2.pdf)