Full Checklist of Web Content Accessibility Guidelines Checkpoints - Web Center

Ohlone College websites must pass Priority 1 and Priority 2 Checkpoints. In addition, review the Priority 3 Checkpoints for those you can easily accomplish.

Use the following checklist to help you ensure that each of your website's pages meets accessibility guidelines. Print it and refer to it as you create/modify/review your web pages. Additional information about each checkpoint is available by selecting the corresponding numbered link.

(The checklist is published by the World Wide Web Consortium (W3C) at www.w3.org/TR/WAI-WEBCONTENT/full-checklist.html . See also the Section 508 Checklist published by WebAIM at www.webaim.org/standards/508/checklist .)

Priority 1 Checkpoints

Covers items on web pages that must be made accessible in order for individuals with disabilities to access the content at all.

Priority 1 Checkpoints
In General Yes No N/A
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.      
2.1 Ensure that all information conveyed with color is also available without color, for example from context or markup.      
4.1 Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions).      
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.      
6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes.      
7.1 Until user agents allow users to control flickering, avoid causing the screen to flicker.      
14.1 Use the clearest and simplest language appropriate for a site's content.      
For images and image maps Yes No N/A
1.2 Provide redundant text links for each active region of a server-side image map.      
9.1 Provide client-side image maps instead of server-side image maps except where the regions cannot be defined with an available geometric shape.      
For tables Yes No N/A
5.1 For data tables, identify row and column headers.      
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.      
For frames Yes No N/A
NOTE: Do not use frames for any Ohlone College web page (see the Web Style Guide for additional information)      
For applets and scripts Yes No N/A
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.      
For multimedia Yes No N/A
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.      
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.      
And if all else fails Yes No N/A
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 2 Checkpoints

Items on web pages that should be made accessible to allow a wider group of users to access the content.

Priority 2 Checkpoints
In General Yes No N/A
2.2 Ensure that foreground and background color combinations provide sufficient contrast when viewed by someone having color deficits or when viewed on a black and white screen.      
3.1 When an appropriate markup language exists, use markup rather than images to convey information.      
3.2 Create documents that validate to published formal grammars.      
3.3 Use style sheets to control layout and presentation.      
3.4 Use relative rather than absolute units in markup language attribute values and style sheet property values.      
3.5 Use header elements to convey document structure and use them according to specification.      
3.6 Mark up lists and list items properly.      
3.7 Mark up quotations. Do not use quotation markup for formatting effects such as indentation.      
6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page.      
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).      
7.4 Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages.      
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.      
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.      
11.1 Use W3C technologies when they are available and appropriate for a task and use the latest versions when supported.      
11.2 Avoid deprecated features of W3C technologies.      
12.3 Divide large blocks of information into more manageable groups where natural and appropriate.      
13.1 Clearly identify the target of each link.      
13.2 Provide metadata to add semantic information to pages and sites.      
13.3 Provide information about the general layout of a site (e.g., a site map or table of contents).      
13.4 Use navigation mechanisms in a consistent manner.      
For tables Yes No N/A
5.3 Do not use tables for layout unless the table makes sense when linearized. Otherwise, if the table does not make sense, provide an alternative equivalent (which may be a linearized version).      
5.4 If a table is used for layout, do not use any structural markup for the purpose of visual formatting.      
For forms Yes No N/A
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.      
12.4 Associate labels explicitly with their controls.      
For applets and scripts Yes No N/A
6.4 For scripts and applets, ensure that event handlers are input device-independent.      
7.3 Until user agents allow users to freeze moving content, avoid movement in pages.      
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.      
9.3 For scripts, specify logical event handlers rather than device-dependent event handlers.      

Priority 3 Checkpoints

Describes items on web pages that can be made accessible to allow the widest amount of individuals with disabilities to use the site.

Priority 3 Checkpoints
In General (Priority 3) Yes No N/A
4.2 Specify the expansion of each abbreviation or acronym in a document where it first occurs.      
4.3 Identify the primary natural language of a document.      
9.4 Create a logical tab order through links, form controls, and objects.      
9.5 Provide keyboard shortcuts to important links (including those in client-side image maps), form controls, and groups of form controls.      
10.5 Until user agents (including assistive technologies) render adjacent links distinctly, include non-link, printable characters (surrounded by spaces) between adjacent links.      
11.3 Provide information so that users may receive documents according to their preferences (e.g., language, content type, etc.)      
13.5 Provide navigation bars to highlight and give access to the navigation mechanism.      
13.6 Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group.      
13.7 If search functions are provided, enable different types of searches for different skill levels and preferences.      
13.8 Place distinguishing information at the beginning of headings, paragraphs, lists, etc.      
13.9 Provide information about document collections (i.e., documents comprising multiple pages.).      
13.10 Provide a means to skip over multi-line ASCII art.      
14.2 Supplement text with graphic or auditory presentations where they will facilitate comprehension of the page.      
14.3 Create a style of presentation that is consistent across pages.      
For images and image maps Yes No N/A
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.      
For tables Yes No N/A
5.5 Provide summaries for tables.      
5.6 Provide abbreviations for header labels.      
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.      
For forms Yes No N/A
10.4 Until user agents handle empty controls correctly, include default, place-holding characters in edit boxes and text areas.