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| − | <h1>Accessibility Evaluation Report for WCAG 2.1</h1>
| + | This document can now be found at its new location in the [https://docs.hornbill.com/esp-fundamentals/about/accessibility-report-wcag-2-2 Hornbill Document Library]. |
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| − | <h2> </h2> | + | [[file:hornbill-document-library.png|WCAG Report|link=https://docs.hornbill.com/esp-fundamentals/about/accessibility-report-wcag-2-2]] |
| | + | <!-- |
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| − | <h2>1. Executive Summary</h2>
| + | Click on the following link to read our latest WCAG Report: https://docs.hornbill.com/esp-fundamentals/about/accessibility-report-wcag-2-2 |
| − | | + | --> |
| − | <p>This report describes the conformance of the Hornbill Collaboration Core and its applications with W3C's Web Content Accessibility Guidelines (WCAG) 2.0 and 2.1. The Success Criteria (checklist) is described in Section 5 below and is based on the Success Criteria checklist provided by W3C ( https://www.w3.org/TR/2006/WD-WCAG20-20060427/appendixB.html )</p>
| + | [[Category:HDOC]] |
| − | | |
| − | <h2> </h2>
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| − | | |
| − | <h2>2. Last Reviewed</h2>
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| − | | |
| − | <ul>
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| − | <li>http://live.hornbill.com/INSTANCE_NAME/</li>
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| − | <li>February 26, 2019</li>
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| − | <li>English</li>
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| − | </ul>
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| − | | |
| − | <h2> </h2>
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| − | | |
| − | <h2>3. Reviewer</h2>
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| − | | |
| − | <ul>
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| − | <li>Daniel Dekel - Principal Web Developer</li>
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| − | <li>Hornbill Technologies Limited</li>
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| − | </ul>
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| − | | |
| − | <h2> </h2>
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| − | | |
| − | <h2>4. Review Process</h2>
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| − | | |
| − | <ul>
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| − | <li>WCAG 2.1 Level 1 (A), Level 2 (AA) and Level 3 (AAA)</li>
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| − | <li>Used HTMLHint (http://htmlhint.com/) to validate the HTML Content of all our source code</li>
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| − | <li>Used W3C Checklist and Overview (https://www.w3.org/TR/UNDERSTANDING-WCAG20/) (Section 5)</li>
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| − | <li>https://www.w3.org/WAI/standards-guidelines/wcag/new-in-21/</li>
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| − | <li>Made a manual review to our source code and our run-time environment</li>
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| − | </ul>
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| − | | |
| − | <h2> </h2>
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| − | | |
| − | <h2>5. Summary and Recommended Actions</h2>
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| − | | |
| − | <h3><strong>Results for Level 1 (A):</strong></h3>
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| − | | |
| − | <p>There are <strong>18</strong> checks in total for Level 1</p>
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| − | | |
| − | <p><span style="color:#008000"><strong>14</strong></span> are fully met. <span style="color:#daa520"><strong>4</strong></span> are partially met.</p>
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| − | | |
| − | <p>In all the 5 cases that are partially or not meeting the success criteria, can be easily implemented.</p>
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| − | | |
| − | <h3><strong>Results for Level 2 (AA):</strong></h3>
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| − | | |
| − | <p>There are <strong>15</strong> checks in total for Level 2</p>
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| − | | |
| − | <p><span style="color:#008000"><strong>9</strong></span> are fully met. <span style="color:#daa520"><strong>5</strong></span> are partially met and <span style="color:#a52a2a"><strong>1</strong></span> is not.</p>
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| − | | |
| − | <p>In <span style="color:#daa520">4</span> cases that are partially meeting the success criteria can be easily implemented.</p>
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| − | | |
| − | <h3><strong>Results for Level 3 (AAA):</strong></h3>
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| − | | |
| − | <p>There are <strong>21</strong> checks in total for Level 3</p>
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| − | | |
| − | <p><span style="color:#008000"><strong>6</strong></span> are fully met. <span style="color:#daa520"><strong>4</strong></span> are partially met and <span style="color:#a52a2a"><strong>11</strong></span> are not.</p>
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| − | | |
| − | <p>In most cases of the partially or not meeting the success criteria will be difficult to implement.</p>
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| − | | |
| − | <h3> </h3>
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| − | | |
| − | <h3><strong>General</strong></h3>
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| − | | |
| − | <p>Markup changes are relatively easy to improve. Multi-Language requirements can also be easily improved.</p>
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| − | | |
| − | <p>Colour restrictions (like Luminosity Contrast Ratio) can be implemented by adding an extra style for people with partial sight allowing then to use that style in their profile settings (acceptance 4.2.1 and 4.2.3)</p>
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| − | | |
| − | <p>Supplementary linguistic or illustrative help will be difficult to implement as it requires an addition of manpower time to each one of the new and old tasks.</p>
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| − | | |
| − | <p> </p>
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| − | | |
| − | <h2>7. Summary Check List</h2>
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| − | | |
| − | <table border="0" cellpadding="1" cellspacing="1" style="width:500px">
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| − | <tr>
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| − | <td style="background-color:#c6eed3; text-align:center; width:90px"><span style="font-size:11px">Fully Met</span></td>
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| − | <td style="background-color:#dba828; text-align:center; width:90px"><span style="font-size:11px">Partially Met</span></td>
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| − | <td style="background-color:#ff8c76; text-align:center; width:90px"><span style="font-size:11px">Not Met</span></td>
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| − | </tr>
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| − | </table>
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| − | | |
| − | <table border="0" cellpadding="1" cellspacing="3" style="width:100%">
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| − | <tr>
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| − | <th scope="col" style="background-color:#a0a0a0; vertical-align:middle">
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| − | <h3><span style="color:#ffffff"><strong><span style="font-size:11px">Principles</span></strong></span></h3>
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| − | </th>
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| − | <th scope="col" style="background-color:#a0a0a0; vertical-align:middle">
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| − | <h3><span style="color:#ffffff"><strong><span style="font-size:11px">Guidelines</span></strong></span></h3>
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| − | </th>
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| − | <th scope="col" style="background-color:#a0a0a0; vertical-align:middle; white-space:nowrap">
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| − | <h3><span style="color:#ffffff"><strong><span style="font-size:11px">Level A</span></strong></span></h3>
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| − | </th>
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| − | <th scope="col" style="background-color:#a0a0a0; vertical-align:middle; white-space:nowrap">
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| − | <h3><span style="color:#ffffff"><strong><span style="font-size:11px">Level AA</span></strong></span></h3>
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| − | </th>
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| − | <th scope="col" style="background-color:#a0a0a0; vertical-align:middle; white-space:nowrap">
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| − | <h3><span style="color:#ffffff"><strong><span style="font-size:11px">Level AAA</span></strong></span></h3>
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| − | </th>
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| − | </tr>
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| − | <tr>
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| − | <td colspan="1" rowspan="6" style="background-color:#c6c6c8; text-align:center"><span style="font-size:11px">1</span></td>
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| − | <td style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">1.1: Provide text alternatives for all non-text content</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">1.1.1</span></td>
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| − | <td> </td>
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| − | <td> </td>
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| − | </tr>
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| − | <tr>
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| − | <td style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">1.2 : Provide synchronized alternatives for multimedia</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3; white-space:nowrap"><span style="font-size:11px">1.2.1-1.2.2</span></td>
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| − | <td style="background-color:#ff8c76"><span style="font-size:11px">1.2.3</span></td>
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| − | <td style="background-color:#ff8c76; white-space:nowrap"><span style="font-size:11px">1.2.5-1.2.7</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td colspan="1" rowspan="2" style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">1.3 : Ensure that information and structure can be separated from presentation</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">1.3.1</span></td>
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| − | <td style="background-color:#c6eed3; white-space:nowrap"><span style="font-size:11px">1.3.4-1.3.5</span></td>
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| − | <td> </td>
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| − | </tr>
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| − | <tr>
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| − | <td style="background-color:#dba828"><span style="font-size:11px">1.3.2-1.3.3</span></td>
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| − | <td> </td>
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| − | <td> </td>
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| − | </tr>
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| − | <tr>
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| − | <td colspan="1" rowspan="2" style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">1.4 : Make it easy to distinguish foreground information from its background</span></p>
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| − | </td>
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| − | <td> </td>
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| − | <td style="background-color:#dba828"><span style="font-size:11px">1.4.1</span></td>
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| − | <td style="background-color:#ff8c76"><span style="font-size:11px">1.4.3</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td> </td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">1.4.2</span></td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">1.4.4</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td colspan="1" rowspan="8" style="background-color:#c6c6c8; text-align:center"><span style="font-size:11px">2</span></td>
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| − | <td style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">2.1 : Make all functionality operable via a keyboard interface</span></p>
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| − | </td>
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| − | <td style="background-color:#dba828"><span style="font-size:11px">2.1.1</span></td>
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| − | <td> </td>
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| − | <td style="background-color:#ff8c76"><span style="font-size:11px">2.1.2</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td colspan="1" rowspan="2" style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">2.2 : Allow users to control time limits on their reading or interaction</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">2.2.1</span></td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">2.2.2</span></td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">2.2.4</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td> </td>
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| − | <td style="background-color:#dba828"><span style="font-size:11px">2.2.3</span></td>
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| − | <td style="background-color:#ff8c76"><span style="font-size:11px">2.2.5-2.2.6</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">2.3 : Allow users to avoid content that could cause seizures due to photosensitivity</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">2.3.1</span></td>
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| − | <td> </td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">2.3.2</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td colspan="1" rowspan="3" style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">2.4 : Provide mechanisms to help users find content, orient themselves within it, and navigate through it</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3">
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| − | <p><span style="font-size:11px">2.4.1</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3">
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| − | <p><span style="font-size:11px">2.4.3-2.4.4</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3">
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| − | <p><span style="font-size:11px">2.4.5</span></p>
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td> </td>
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| − | <td> </td>
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| − | <td style="background-color:#dba828"><span style="font-size:11px">2.4.6-2.4.7</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td> </td>
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| − | <td> </td>
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| − | <td style="background-color:#ff8c76"><span style="font-size:11px">2.4.8</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">2.5 : Help users avoid mistakes and make it easy to correct mistakes that do occur</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3">
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| − | <p><span style="font-size:11px">2.5.1</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3">
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| − | <p><span style="font-size:11px">2.5.2-2.5.3</span></p>
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| − | </td>
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| − | <td style="background-color:#dba828">
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| − | <p><span style="font-size:11px">2.5.4</span></p>
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td colspan="1" rowspan="5" style="background-color:#c6c6c8">
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| − | <p style="text-align:center"><span style="font-size:11px">3</span></p>
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| − | </td>
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| − | <td colspan="1" rowspan="3" style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">3.1 : Make text content readable and understandable.</span></p>
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| − | </td>
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| − | <td style="background-color: rgb(198, 238, 211);">
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| − | <p><span style="font-size:11px">3.1.1</span></p>
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| − | </td>
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| − | <td style="background-color:#dba828">
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| − | <p><span style="font-size:11px">3.1.2</span></p>
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| − | </td>
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| − | <td style="background-color:#dba828">
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| − | <p><span style="font-size:11px">3.1.3</span></p>
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td> </td>
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| − | <td> </td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">3.1.4</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td> </td>
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| − | <td> </td>
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| − | <td style="background-color:#ff8c76"><span style="font-size:11px">3.1.5-3.1.6</span></td>
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| − | </tr>
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| − | <tr>
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| − | <td colspan="1" rowspan="2" style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">3.2 : Make the placement and functionality of content predictable</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3">
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| − | <p><span style="font-size:11px">3.2.1-3.2.2</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3">
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| − | <p><span style="font-size:11px">3.2.3</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3">
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| − | <p><span style="font-size:11px">3.2.5</span></p>
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td> </td>
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| − | <td style="background-color:#dba828"><span style="font-size:11px">3.2.4</span></td>
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| − | <td> </td>
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| − | </tr>
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| − | <tr>
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| − | <td colspan="1" rowspan="3" style="background-color:#c6c6c8">
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| − | <p style="text-align:center"><span style="font-size:11px">4</span></p>
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| − | </td>
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| − | <td colspan="1" rowspan="2" style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">4.1 : Support compatibility with current and future user agents (including assistive technologies)</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3">
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| − | <p><span style="font-size:11px">4.1.1</span></p>
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| − | </td>
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| − | <td>
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| − | <p> </p>
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| − | </td>
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| − | <td>
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| − | <p> </p>
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td style="background-color:#dba828">
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| − | <p><span style="font-size:11px">4.1.2</span></p>
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| − | </td>
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| − | <td>
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| − | <p> </p>
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| − | </td>
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| − | <td>
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| − | <p> </p>
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td style="background-color:#eeeeee">
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| − | <p><span style="font-size:11px">4.2 : Ensure that content is accessible or provide an accessible alternative</span></p>
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| − | </td>
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| − | <td style="background-color:#c6eed3"><span style="font-size:11px">4.2.1-4.2.2</span></td>
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| − | <td style="background-color:#dba828"><span style="font-size:11px">4.2.3</span></td>
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| − | <td style="background-color:#dba828"><span style="font-size:11px">4.2.4</span></td>
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| − | </tr>
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| − | </table>
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| − | | |
| − | <p> </p>
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| − | | |
| − | <h2>7. Detailed Check List</h2>
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| − | | |
| − | <h3><strong><u>Level 1 (A)</u></strong></h3>
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| − | | |
| − | <h3><strong>Guide 1.1: Provide text alternatives for all non-text content</strong></h3>
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| − | | |
| − | <p>1.1.1 For all non-text content:</p>
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| − | | |
| − | <ul>
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| − | <li>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.</li>
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| − | <li>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</li>
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| − | </ul>
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| − | | |
| − | <h3><strong>Guideline 1.2 : Provide synchronized alternatives for multimedia</strong></h3>
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| − | | |
| − | <p>1.2.1 - Captions are provided for prerecorded multimedia</p>
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| − | | |
| − | <p><span style="color:#008000"><em>Youtube videos are provided with captions</em></span></p>
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| − | | |
| − | <p>1.2.2 - Audio descriptions of video, or a full multimedia text alternative including any interaction, are provided for prerecorded multimedia</p>
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| − | | |
| − | <p><span style="color:#008000"><em>Most videos are tutorial videos showing screen captures that about new features. These can be easily understood without audio.</em></span></p>
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| − | | |
| − | <h3><strong>Guideline 1.3 : Ensure that information and structure can be separated from presentation</strong></h3>
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| − | | |
| − | <p>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</p>
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| − | | |
| − | <p><span style="color:#008000"><em>We use basic html markup including headings, hyperlinks and logical DOM structure flow so that the screen reader will follow that easily.</em></span></p>
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| − | | |
| − | <p>1.3.2 Any information that is conveyed by color is also visually evident without color</p>
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| − | | |
| − | <p><span style="color:#daa520"><em>In most cases it is true however sin some scenarios like background colours to show a status in a row for example, there is no alternative.</em></span></p>
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| − | | |
| − | <p>1.3.3 When the sequence of the content affects its meaning, that sequence can be programmatically determined.</p>
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| − | | |
| − | <p><span style="color:#daa520"><em>In some cases we have information and actions that are aligned to the right for example, that will be sill available for screen readers, however, we do not provide a context for these actions and for the visually impaired person it will look the same.</em></span></p>
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| − | | |
| − | <h3><strong>Guideline 2.1 : Make all functionality operable via a keyboard interface</strong></h3>
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| − | | |
| − | <p>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.</p>
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| − | | |
| − | <p>Note: This does not preclude and should not discourage the support of other input methods (such as a mouse) in addition to keyboard operation.</p>
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| − | | |
| − | <p><span style="color:#daa520"><em>We do have shortcuts to access specific areas, to focus on common elements and focusable elements that allows easy navigation. There are sill areas in the product that are not very easy to navigate and these can be improved.</em></span></p>
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| − | | |
| − | <h3><strong>Guideline 2.2 : Allow users to control time limits on their reading or interaction</strong></h3>
| |
| − | | |
| − | <p>2.2.1 For each time-out that is a function of the content</p>
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| − | | |
| − | <p><span style="color:#008000"><em>The time-out is set to a high number in the server. It can not be changed but it is sufficient for anyone to work without risk of loosing data.</em></span></p>
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| − | | |
| − | <h3><strong>Guideline 2.3 : Allow users to avoid content that could cause seizures due to photosensitivity</strong></h3>
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| − | | |
| − | <p>2.3.1 Content does not violate the general flash threshold or the red flash threshold</p>
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| − | | |
| − | <p><span style="color:#008000"><em>The application does not display flashing elements on the screen. Popups are used with low contrasts and no red colours are used as a popup.</em></span></p>
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| − | | |
| − | <h3><strong>Guideline 2.4 : Provide mechanisms to help users find content, orient themselves within it, and navigate through it</strong></h3>
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| − | | |
| − | <p> 2.4.1 A mechanism is available to bypass blocks of content that are repeated on multiple Web units</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>There is a common menu that is available in all Web Units as well as shortcuts to navigate to that menu.</em></span></p>
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| − | | |
| − | <h3><strong>Guideline 2.5 : Help users avoid mistakes and make it easy to correct mistakes that do occur</strong></h3>
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| − | | |
| − | <p>2.5.1 If an input error is detected, the error is identified and described to the user in text</p>
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| − | | |
| − | <p><span style="color:#008000"><em>Errors are displayed to the user if occur. </em></span></p>
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| − | | |
| − | <h3><strong>Guideline 3.1 : Make text content readable and understandable.</strong></h3>
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| − | | |
| − | <p>3.1.1 The primary natural language or languages of the Web unit can be programmatically determined</p>
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| − | | |
| − | <p><span style="color:#008000"><em>Primary language is set in the document's body</em></span></p>
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| − | | |
| − | <h3><strong>Guideline 3.2 : Make the placement and functionality of content predictable.</strong></h3>
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| − | | |
| − | <p>3.2.1 When any component receives focus, it does not cause a change of context.</p>
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| − | | |
| − | <p><span style="color:#008000"><em>No components change context when setting focus.</em></span></p>
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| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>I general the context of a form is not changed, however there are a few exceptions in Service Manager when filling fields in a progressive capture depending on the selected input, the form can switch to a different form. This has been changed and new forms are not doing this any more. New forms are now adding fields but the context of the form remains the same.</em></span></p>
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| − | | |
| − | <h3><strong>Guideline 4.1 : Support compatibility with current and future user agents (including assistive technologies)</strong></h3>
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| − | | |
| − | <p>4.1.1 Web units or authored components can be parsed unambiguously, and the relationships in the resulting data structure are also unambiguous</p>
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| − | | |
| − | <p><span style="color:#008000"><em>We have a very well defined and valid markup content. We use automated tools to make sure these are valid.</em></span></p>
| |
| − | | |
| − | <p>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</p>
| |
| − | | |
| − | <p><span style="color:#daa520"><em>We use standard libraries to display more sophisticated controls therefore in most cases these controls will have proper role and naming identifications. There can be some components that are not properly defined and when these are identified we can add the extra information to meet this requirement.</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 4.2 : Ensure that content is accessible or provide an accessible alternative</strong></h3>
| |
| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>We have one version that meets all Level 1 success criteria</em></span></p>
| |
| − | | |
| − | <p>4.2.2 Content meets the following criteria even if the content uses a technology that is not in the chosen baseline:</p>
| |
| − | | |
| − | <ul>
| |
| − | <li>If content can be entered using the keyboard, then the content can be exited using the keyboard.</li>
| |
| − | <li>Content conforms to success criterion 2.3.1 (general and red flash).</li>
| |
| − | </ul>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Both criteria is meet.</em></span></p>
| |
| − | | |
| − | <h3> </h3>
| |
| − | | |
| − | <h3><u><strong>Level 2 (AA)</strong></u></h3>
| |
| − | | |
| − | <h3><strong>Guideline 1.2 : Provide synchronized alternatives for multimedia</strong></h3>
| |
| − | | |
| − | <p>1.2.3 Audio descriptions of video are provided for prerecorded multimedia.</p>
| |
| − | | |
| − | <p><span style="color:#a52a2a"><em>No</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 1.3 : Ensure that information and structure can be separated from presentation</strong></h3>
| |
| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Textual information can be programmatically determined by the markup language.</em></span></p>
| |
| − | | |
| − | <p>1.3.5 Information required to understand and operate content does not rely on shape, size, visual location, or orientation of components.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>We use markup to define importance in the content as H1, H2, Strong, etc... </em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 1.4 : Make it easy to distinguish foreground information from its background</strong></h3>
| |
| − | | |
| − | <p>1.4.1 Text or diagrams, and their background, have a luminosity contrast ratio of at least 5:1</p>
| |
| − | | |
| − | <p><span style="color:#daa520"><em>It passes in most cases except in some hyperlinks where the background colour is light grey the ratio is 4.18:1</em></span></p>
| |
| − | | |
| − | <p>1.4.2 A mechanism is available to turn off background audio that plays automatically, without requiring the user to turn off all audio.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>It is possible to turn the Notifications sound off leaving other audio running without disturbance.</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 2.2 : Allow users to control time limits on their reading or interaction</strong></h3>
| |
| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p>Note: For requirements related to flickering or flashing content, refer to Guideline 2.3 Allow users to avoid content that could cause seizures due to photosensitivity.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Content does not blink</em></span></p>
| |
| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p><span style="color:#daa520"><em>No - Content is automatically updated in real time and there is no option to stop that update. Pausing or stopping can result in out of date details escential for the flow. For example Activity Streams or Chat.</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 2.4 : Provide mechanisms to help users find content, orient themselves within it, and navigate through it</strong></h3>
| |
| − | | |
| − | <p>2.4.3 Web units have titles.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Yes - All our Web Units have a meaningful title</em></span></p>
| |
| − | | |
| − | <p>2.4.4 Each link is programmatically associated with text from which its purpose can be determined.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Yes - Our links are related to text and if an image is used it will usually have a related text.</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 2.5 : Help users avoid mistakes and make it easy to correct mistakes that do occur</strong></h3>
| |
| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Yes - Usually all forms will give a warning before submitting the data and and sometimes an error message after the submit, but in that case it will allow the user to correct without loosing the data.</em></span></p>
| |
| − | | |
| − | <p>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:</p>
| |
| − | | |
| − | <ul>
| |
| − | <li>Actions are reversible.</li>
| |
| − | <li>Actions are checked for input errors before going on to the next step in the process.</li>
| |
| − | <li>The user is able to review and confirm or correct information before submitting it.</li>
| |
| − | </ul>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Yes - Sometimes the action is reversible, there are input error checks and a in some cases the user is requested to confirm before performing the action</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 3.1 : Make text content readable and understandable.</strong></h3>
| |
| − | | |
| − | <p>3.1.2 The natural language of each passage or phrase in the Web unit can be programmatically determined.</p>
| |
| − | | |
| − | <p>Note: This requirement does not apply to individual words or phrases that have become part of the primary language of the content.</p>
| |
| − | | |
| − | <p><em><span style="color:#daa520">Usually the entire UI is translated to the same language, however there are some exceptions:</span></em></p>
| |
| − | | |
| − | <ul>
| |
| − | <li><em><span style="color:#daa520">Real time translations like in Activity Streams do not declare a lang attribute. </span></em></li>
| |
| − | <li><em><span style="color:#daa520">Translations for that language could be missing, in that case the default language will be displayed instead.</span></em></li>
| |
| − | </ul>
| |
| − | | |
| − | <p><em><span style="color:#daa520">It should be simple to fully implement this one.</span></em></p>
| |
| − | | |
| − | <h3><strong>Guideline 3.2 : Make the placement and functionality of content predictable.</strong></h3>
| |
| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>The same navigation window is presented on each Web unit</em></span></p>
| |
| − | | |
| − | <p>3.2.4 Components that have the same functionality within a set of Web units are identified consistently.</p>
| |
| − | | |
| − | <p><span style="color:#daa520"><em>Menu items have a consistent markup however, not all have a proper alt, name or role attributes</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 4.2 : Ensure that content is accessible or provide an accessible alternative</strong></h3>
| |
| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p><span style="color:#daa520">We use standard libraries that do provide support for assistive technologies (AT), however, in some cases we do create our own controls and not all support AT</span></p>
| |
| − | | |
| − | <h3> </h3>
| |
| − | | |
| − | <h3><strong><u>Level 3 (AAA)</u></strong></h3>
| |
| − | | |
| − | <h3><strong>Guideline 1.2 : Provide synchronized alternatives for multimedia</strong></h3>
| |
| − | | |
| − | <p>1.2.5 Sign language interpretation is provided for multimedia.</p>
| |
| − | | |
| − | <p><span style="color:#b22222"><em>Not available</em></span></p>
| |
| − | | |
| − | <p>1.2.6 Extended audio descriptions of video are provided for prerecorded multimedia.</p>
| |
| − | | |
| − | <p><span style="color:#b22222"><em>Not available</em></span></p>
| |
| − | | |
| − | <p>1.2.7 For prerecorded multimedia, a full multimedia text alternative including any interaction is provided.</p>
| |
| − | | |
| − | <p><span style="color:#b22222"><em>Not available</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 1.4 : Make it easy to distinguish foreground information from its background</strong></h3>
| |
| − | | |
| − | <p>1.4.3 Text or diagrams, and their background, have a luminosity contrast ratio of at least 10:1</p>
| |
| − | | |
| − | <p><span style="color:#b22222"><em>Not available</em></span></p>
| |
| − | | |
| − | <p>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</p>
| |
| − | | |
| − | <p><em><span style="color:#008000">Our audio recordings are done in an isolated environment. No background sound is recorder.</span></em></p>
| |
| − | | |
| − | <h3><strong>Guideline 2.1 : Make all functionality operable via a keyboard interface</strong></h3>
| |
| − | | |
| − | <p>2.1.2 All functionality of the content is operable in a non-time-dependent manner through a keyboard interface</p>
| |
| − | | |
| − | <p><span style="color:#a52a2a"><em>Not all areas are reachable using the keyboard</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 2.2 : Allow users to control time limits on their reading or interaction</strong></h3>
| |
| − | | |
| − | <p>2.2.4 Except for real-time events, timing is not an essential part of the event or activity presented by the content</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Correct, timing is not necessary to perform an action</em></span></p>
| |
| − | | |
| − | <p>2.2.5 Interruptions, such as updated content, can be postponed or suppressed by the user, except interruptions involving an emergency</p>
| |
| − | | |
| − | <p><span style="color:#b22222"><em>No, the user can not postpone an update coming from an event</em></span></p>
| |
| − | | |
| − | <p>2.2.6 When an authenticated session expires, the user can continue the activity without loss of data after re-authenticating</p>
| |
| − | | |
| − | <p><span style="color:#b22222"><em>No, the data will be lost but the timeout is very long, so there is a very small chance for data lost.</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 2.3 : Allow users to avoid content that could cause seizures due to photosensitivity</strong></h3>
| |
| − | | |
| − | <p>2.3.2 Web units do not contain any components that flash more than three times in any 1-second period</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>We do not provide any flashing components</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 2.4 : Provide mechanisms to help users find content, orient themselves within it, and navigate through it</strong></h3>
| |
| − | | |
| − | <p>2.4.5 Titles, headings, and labels are descriptive.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Our titles, headings and labels are descriptive and in relation to the context</em></span></p>
| |
| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p><span style="color:#daa520"><em>In most cases accessing a web units triggers a focus in an element. The element is also visually detectable. </em></span></p>
| |
| − | | |
| − | <p>2.4.7 Information about the user's location within a set of Web units is available.</p>
| |
| − | | |
| − | <p><span style="color:#daa520"><em>Despite the fact that there are no breadcrumbs, each unit has its own icon and sub-units will use the same icon to indicate the location. Also a sub-menu indicates the internal options for that unit.</em></span></p>
| |
| − | | |
| − | <p>2.4.8 The purpose of each link can be programmatically determined from the link.</p>
| |
| − | | |
| − | <p><span style="color:#a52a2a"><em>We sometimes have non-specific links saying “click here” or “more”.</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 2.5 : Help users avoid mistakes and make it easy to correct mistakes that do occur</strong></h3>
| |
| − | | |
| − | <p>2.5.4 Context-sensitive help is available for text input.</p>
| |
| − | | |
| − | <p><span style="color:#daa520"><em>We usually display expected data format and description for the expected input.</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 3.1 : Make text content readable and understandable.</strong></h3>
| |
| − | | |
| − | <p>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.</p>
| |
| − | | |
| − | <p><span style="color:#a52a2a"><em>We do not provide alternative list of definitions for words or phrases</em></span></p>
| |
| − | | |
| − | <p>3.1.4 A mechanism for finding the expanded form of abbreviations is available.</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>Usually if there is an abbreviation we provide titles in case the user is not familiar with it.</em></span></p>
| |
| − | | |
| − | <p>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</p>
| |
| − | | |
| − | <p><em><span style="color:#a52a2a">We do not provide illustrations or supplementary content to the provided one</span></em></p>
| |
| − | | |
| − | <p>3.1.6 A mechanism is available for identifying specific pronunciation of words where meaning cannot be determined without pronunciation.</p>
| |
| − | | |
| − | <p><span style="color:#a52a2a"><em>We do not provide any type of glossary or voice recordings for pronunciation for words</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 3.2 : Make the placement and functionality of content predictable.</strong></h3>
| |
| − | | |
| − | <p>3.2.5 Changes of context are initiated only by user request</p>
| |
| − | | |
| − | <p><span style="color:#008000"><em>We do not change context without the user requesting. Context is opened in the same window unless the user requests.</em></span></p>
| |
| − | | |
| − | <h3><strong>Guideline 4.2 : Ensure that content is accessible or provide an accessible alternative</strong></h3>
| |
| − | | |
| − | <p>4.2.4 Content implemented using technologies outside of the chosen baseline satisfies all Level 1 and Level 2 requirements supported by the technologies.</p>
| |
| − | | |
| − | <p><em><span style="color:#daa520">We use standard libraries, however, in some cases we do create our own controls and not all satisfies Level 2 requirements.</span></em></p>
| |
| − | | |
| − | <p> </p>
| |
| − | | |
| − | <h2>8. References</h2>
| |
| − | | |
| − | <ul>
| |
| − | <li>https://www.w3.org/TR/WCAG20/</li>
| |
| − | <li>https://www.w3.org/TR/UNDERSTANDING-WCAG20/</li>
| |
| − | <li>https://www.w3.org/TR/2006/WD-WCAG20-20060427/appendixB.html</li>
| |
| − | </ul>
| |
