Checkpoint Mapping Between WCAG 1.0 and WCAG 2.0 Working Draft

This mapping shows where the WCAG 1.0 checkpoints appear in the WCAG 2.0 20 January 2001 Working Draft. The WCAG 2.0 Working Draft is prepared by the Web Content Accessibility Guidelines Working Group (WCAG WG) to show how more generalized (less HTML-specific) WCAG checkpoints might read. The Working Draft is not based on consensus of the WCAG Working Group nor has it gone through W3C process. Checkpoints in the WCAG 2.0 Working Draft in no way supersede the checkpoints in WCAG 1.0.

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WCAG 2.0 Working Draft WCAG 1.0
1.1 Provide a text equivalent for all non-text content .
  • 1.1 Provide a text equivalent for every non-text element (e.g., via "alt", "longdesc", or in element content). This includes: images, graphical representations of text (including symbols), image map regions, animations (e.g., animated GIFs), applets and programmatic objects, ascii art, frames, scripts, images used as list bullets, spacers, graphical buttons, sounds (played with or without user interaction), stand-alone audio files, audio tracks of video, and video. [Priority 1]
  • 1.2 Provide redundant text links for each active region of a server-side image map. [Priority 1]
  • 1.5 Until user agents render text equivalents for client-side image map links, provide redundant text links for each active region of a client-side image map. [Priority 3]
1.2 Synchronize text equivalents with multimedia presentations.
  • 1.4 For any time-based multimedia presentation (e.g., a movie or animation), synchronize equivalent alternatives (e.g., captions or auditory descriptions of the visual track) with the presentation. [Priority 1]
1.3 Synchronize a description of the essential visual information in multimedia presentations.
  • 1.3 Until user agents can automatically read aloud the text equivalent of a visual track, provide an auditory description of the important information of the visual track of a multimedia presentation. [Priority 1]
1.4 Use markup or a data model to provide the logical structure of content.
  • 5.1 For data tables, identify row and column headers. [Priority 1]
  • 5.2 For data tables that have two or more logical levels of row or column headers, use markup to associate data cells and header cells. [Priority 1]
  • 3.5 Use header elements to convey document structure and use them according to specification. [Priority 2]
  • 3.6 Mark up lists and list items properly. [Priority 2]
  • 3.7 Mark up quotations. Do not use quotation markup for formatting effects such as indentation. [Priority 2]
1.5 Separate content and structure from presentation.
  • 2.1 Ensure that all information conveyed with color is also available without color, for example from context or markup. [Priority 1]
  • 3.1 When an appropriate markup language exists, use markup rather than images to convey information. [Priority 2]
  • 3.3 Use style sheets to control layout and presentation. [Priority 2]
  • 3.4 Use relative rather than absolute units in markup language attribute values and style sheet property values. [Priority 2]
1.6 Use device-independent event handlers.
  • 6.4 For scripts and applets, ensure that event handlers are input device-independent. [Priority 2]
  • 9.3 For scripts, specify logical event handlers rather than device-dependent event handlers. [Priority 2]
1.7 Ensure that content remains accessible when newer technologies are not supported or turned off.
  • 6.1 Organize documents so they may be read without style sheets. For example, when an HTML document is rendered without associated style sheets, it must still be possible to read the document. [Priority 1]
  • 6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes. [Priority 1]
  • 6.3 Ensure that pages are usable when scripts, applets, or other programmatic objects are turned off or not supported. If this is not possible, provide equivalent information on an alternative accessible page. [Priority 1]
  • 11.4 If, after best efforts, you cannot create an accessible page, provide a link to an alternative page that uses W3C technologies, is accessible, has equivalent information (or functionality), and is updated as often as the inaccessible (original) page. [Priority 1]
  • 6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page. [Priority 2]
  • 10.3 Until user agents (including assistive technologies) render side-by-side text correctly, provide a linear text alternative (on the current page or some other) for all tables that lay out text in parallel, word-wrapped columns. [Priority 3]
  • 10.4 Until user agents handle empty controls correctly, include default, place-holding characters in edit boxes and text areas. [Priority 3] (could create a transformation that inserts place-holding characters into the forms)
  • 10.5 Until user agents (including assistive technologies) render adjacent links distinctly, include non-link, printable characters (surrounded by spaces) between adjacent links. [Priority 3]
2.1 Provide consistent interaction behaviors and navigation mechanisms.
  • 13.1 Clearly identify the target of each link. [Priority 2]
  • 13.4 Use navigation mechanisms in a consistent manner. [Priority 2]
  • 13.5 Provide navigation bars to highlight and give access to the navigation mechanism. [Priority 3]
  • 13.6 Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group. [Priority 3]
  • 13.9 Provide information about document collections (i.e., documents comprising multiple pages.). [Priority 3]
  • 9.4 Create a logical tab order through links, form controls, and objects. [Priority 3]
  • 9.5 Provide keyboard shortcuts to important links (including those in client-side image maps), form controls, and groups of form controls. [Priority 3]
2.2 Minimize content that interferes with the user's ability to concentrate.
  • 7.1 Until user agents allow users to control flickering, avoid causing the screen to flicker. [Priority 1]
  • 7.2 Until user agents allow users to control blinking, avoid causing content to blink (i.e., change presentation at a regular rate, such as turning on and off). [Priority 2]
  • 7.3 Until user agents allow users to freeze moving content, avoid movement in pages. [Priority 2]
2.3 Give users control of mechanisms that cause extreme changes in context.
  • 10.1 Until user agents allow users to turn off spawned windows, do not cause pop-ups or other windows to appear and do not change the current window without informing the user. [Priority 2]
2.4 Give users control over how long they can spend reading or interacting with content.
  • 7.4 Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages. [Priority 2]
  • 7.5 Until user agents provide the ability to stop auto-redirect, do not use markup to redirect pages automatically. Instead, configure the server to perform redirects. [Priority 2]
2.5 If search functions are provided, provide a variety of search options for different skill levels and preferences.
  • 13.7 If search functions are provided, enable different types of searches for different skill levels and preferences. [Priority 3]
3.1 Use consistent presentation.
  • 14.3 Create a style of presentation that is consistent across pages. [Priority 3]
3.2 Emphasize structure through presentation, positioning, and labels.
  • 12.1 Title each frame to facilitate frame identification and navigation. [Priority 1]
  • 12.4 Associate labels explicitly with their controls. [Priority 2]
  • 10.2 Until user agents support explicit associations between labels and form controls, for all form controls with implicitly associated labels, ensure that the label is properly positioned. [Priority 2]
3.3 Write clearly and simply.
  • 13.8 Place distinguishing information at the beginning of headings, paragraphs, lists, etc. [Priority 3]
  • 14.1 Use the clearest and simplest language appropriate for a site's content. [Priority 1]
3.4 Use multimedia to illustrate concepts.
  • 14.2 Supplement text with graphic or auditory presentations where they will facilitate comprehension of the page. [Priority 3]
3.5 Summarize complex information.
  • 5.5 Provide summaries for tables. [Priority 3]
  • 12.2 Describe the purpose of frames and how frames relate to each other if it is not obvious by frame titles alone. [Priority 2]
  • 13.3 Provide information about the general layout of a site (e.g., a site map or table of contents). [Priority 2]
3.6 Define key terms, abbreviations, acronyms, and specialized language.
  • 5.6 Provide abbreviations for header labels. [Priority 3]
  • 4.2 Specify the expansion of each abbreviation or acronym in a document where it first occurs. [Priority 3]
3.7 Divide information into smaller, more manageable units.
  • 12.3 Divide large blocks of information into more manageable groups where natural and appropriate. [Priority 2]
4.1 Choose languages, API's, and protocols that support the use of these guidelines.
  • 11.1 Use W3C technologies when they are available and appropriate for a task and use the latest versions when supported.
4.2 Use languages, API's, and protocols according to specification.
  • 3.2 Create documents that validate to published formal grammars. [Priority 2]
  • 11.2 Avoid deprecated features of W3C technologies. [Priority 2]
4.3 Design assistive-technology compatible user interfaces.
  • 8.1 Make programmatic elements such as scripts and applets directly accessible or compatible with assistive technologies [Priority 1 if functionality is important and not presented elsewhere, otherwise Priority 2.]
  • 9.2 Ensure that any element that has its own interface can be operated in a device-independent manner. [Priority 2]

WCAG 1.0 checkpoints without a clear home

I did not assign the following WCAG 1.0 checkpoints to any WCAG 2.0 checkpoints because it was not clear where they fit.


$Date: 2001/01/23 21:24:13 $ Wendy Chisholm