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1. Choosing Technologies
When choosing a document type or a user interface technology (e.g. HTML, Flash, Flex, PDF), choose the most accessible technology that can accomplish project requirements.
2. Time Limits
Allow users to adjust short-term (20 hours or less) time limits to at least ten times the default.
Note: If this would invalidate a timed activity, see Pearson Guideline 3.
Guideline 2 Details
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3. Timed Tests
If Pearson Guideline 2 would invalidate a timed activity:
- Allow instructors to adjust time limits for particular students
- OR Allow students to adjust the time or just complete the activity after the time limit is reached. And, record the time spent with the results.
4. Sensible Reading Order
Ensure that current screen reading software (screen readers) can read the media in a sensible order.
Note: In many cases, the reading order will be fine naturally. The techniques offered here explain how reading order is established and how to make corrections if needed.
5. Findable Added Content
Ensure that screen reader users can find new dynamically-added content (e.g. expanding menus, alerts, error messages, hints that appear on rollover).
6. Keyboard Access
Ensure that keyboard keys (instead of a mouse and instead of touch screen gestures that require eye-hand coordination) can be used to:
- Reach and operate all controls
- AND Navigate through active elements, following the reading order
Note: This is primarily the responsibility of the user agent (e.g. Web browser, PDF reader, Flash player). To address this guideline, we ensure that our content supports the user agent's solution.
7. Keyboard Access Visibility
Ensure that the user's location on the page will be visually apparent when keyboard keys are used to move from item to item.
Note: This is primarily the responsibility of the user agent (e.g. Web browser, PDF reader, Flash player). To address this guideline, we ensure that our content does not interfere with the user agent's solution.
8. Keyboard Access Instructions
Provide instructions describing the keys needed for keyboard access if your media uses techniques or keys that differ from user agent (e.g. Web browser, PDF reader, Flash player) defaults.
9. In-Page Navigation
When distinguishable features or sections (e.g. navigation, main content, individual news articles) appear on a page or in a document, provide a way to navigate to the features or sections using a screen reader and the keyboard.
10. Continuity of User's Place
Do not change the user's location (e.g. place on the page, page, frame, window or user agent) as follows:
- Without user action (e.g. on page load, at a particular time), unless the change is to provide an alert dialog designed to interrupt interaction with the media for all users
- OR When the user moves to (on focus, on mouse over) or away from (on blur, on mouse out) any element including form control options
- OR When the user changes the setting of a UI control, unless each option can be reached by the keyboard without selecting it and it is clear what will happen when the setting is changed
Guideline 10 Details
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11. Semantic Markup
Identify roles (e.g. heading, numbered list, bulleted list, data table, paragraph, emphasized text) of page elements using conventions for the media type. (And do not misidentify roles by using those conventions solely for their visual effects.)
12. No Info Conveyed only through Text Formatting
When text formatting (e.g. italic, underline, bold, font size) is used to provide information that goes beyond emphasis, also provide the information through an additional method.
13. Same Info without Style Sheets
Do not use presentation layers (e.g. css, styles) to provide information unless the information is also presented through content or through semantic markup. (And do not use presentation layers to hide content that would be disruptive or misleading if shown.)
Guideline 13 Details
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14. Form Field Labels
Tie each user input control (e.g. text field, radio button, pull-down menu) to text that describes the purpose of the control, using conventions for the media type.
15. Meaningful Link Text
Write links so that a user who is aware of the topic of the page will understand the purpose of the link when reading one of the following:
- Link Text Alone: Link text out of context (preferred if possible without awkwardness or redundant text)
- Nearest Heading, Nearest Parent List Item, or Table Headers: Link text and the nearest heading above the link, OR link text and the nearest parent list item in a nested list, OR link text in a data table cell and the cell's table headers (These options are only available where semantic markup is possible as in HTML.)
- Sentence: Link text and the sentence that contains the link.
- Link Pattern: Link text within the context of other links preceding the link on the same page.
16. Human Language
Indicate human language (e.g. Arabic, Chinese, English) following conventions for the media type.
17. Page & Frame Titles
For each frame and for each primary media file (e.g. HTML page, Flash movie, PDF document) provide a title that:
- Reflects the purpose or topic of the frame or file
- AND Differentiates the frame or file from the others in your site
18. User Interface Instructions
When identifying media elements in on-screen instructions and help content, include semantic information as opposed to exclusively referring to visual formatting (e.g. "the option furthest to the right", "in the blue area") or to auditory information (e.g. "when you hear a beep").
19. Valid Markup & Spelling
When using markup languages (e.g. HTML, XHTML, SMIL) follow the specifications for the language and test for errors using a validator. When using human languages (e.g. English, Hindi, Japanese) test for spelling errors using a spell checker.
Note: The intent of this guideline is to avoid typing errors, tagging errors and accidentally invalid markup. Occasionally, developers will have valid reasons for markup that will not validate in a tool. Such conscious decisions are acceptable and can simply be noted in your accessibility documentation.
Guideline 19 Details
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20. UI Control Role, Name, State & Options
Use standard user input controls (e.g. HTML form controls, Flash accessible components) for their intended purpose or, if no appropriate standard controls exist, create or repurpose controls so that screen readers present the role, name, current state (including changes in state) and available options.
21. Encoded Text
Use encoded text instead of images of text except:
- Where the particular presentation is essential (e.g. image of an ancient manuscript, hand writing sample, screen capture, logo)
- OR Where the text in question is not the main body copy and images of text are the only way to achieve the design goals (e.g. special font, anti-aliasing)
22. Text Resize
Ensure that text size (except for captions) can be increased to at least 200% using controls in either the user agent (e.g. Web browser, PDF reader, Flash player) or the media.
Note: This is primarily the responsibility of the user agent. To address this guideline, we ensure that our content either does not interfere with the user agent's solution or provides a replacement for the user agent's solution.
23. No Flashing / Flickering
Create content so that it does not cause blinking, flashing or flickering.
Notes:
- This includes text and animations that do not move smoothly, creating a flickering effect.
- If blinking, flashing or flickering is necessary for pedagogical purposes, contact accessibility@pearson.com.
Guideline 23 Details
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24. Ability to Stop Motion
Allow users to stop any content that moves for more than five seconds or that updates automatically.
25. Still View of Moving Content
Allow the user to read text, equations & diagrams while they are not moving, autoscrolling or being automatically changed/replaced.
Note: In Pearson Guideline 24 we remove the distraction of motion: an animation could disappear, a video could pause to blue screen or a news ticker could pause with only a few words in view. In Pearson Guideline 25 we make sure those who consume the content more slowly will be able to step through any important content.
26. Contrast for Text Readability
Using a contrast ratio tool, choose text color and text background color so that the contrast ratio between the colors is at least:
- 4.5:1 for small text
- 3:1 for text that is at least 18 points or bold 14 points
- 7:1 when one of the colors is red (or nearly red) and other color is black (or nearly black)
Notes:
- This guideline applies to both encoded text and images of text.
- This guideline does NOT apply to:
- Logos
- Images that are for decoration only
- Greyed-out or inactive User Interface controls
- Images no one is meant to read (e.g. book-cover icon)
Guideline 26 Details
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27. No Reliance on Color Coding
When color is used to convey information, also convey the information through another visual method.
28. Color Contrast in Key Images
Design graphics so that pertinent content will not be lost from lack of contrast when viewed with common variations in color-vision (color-blindness).
Note: Following Pearson Guideline 26, which is for all visual readers, also ensures that images of text will be readable for users who are color blind.
29. Images that Provide Info
If an image provides information, provide the same information in a text alternative.
Notes:
- This includes videos and animations that are silent or are accompanied by sounds that do not provide information, such as background music.
- For some images, supplemental tactile-ready image files can also be helpful.
30. Image Buttons & Links
If an image represents a control or a link, provide text that can serve the same purpose when images are not available.
Note: This includes videos and animations that are silent or are accompanied by sounds that do not provide information, such as background music.
31. Visuals in Video/Animation
When multimedia (e.g. video, narrated animation) includes important visual and auditory information, provide spoken description of any significant visual elements that would be missed when listening to the audio alone.
32. Decorative Images
Allow screen reading software to ignore features that are purely decorative, including images whose meaning is fully expressed through adjacent text.
33. Irrelevant Hidden Content
Ensure screen readers will ignore content that has been hidden as part of the media's functionality if the inclusion of that content would be confusing or misleading.
34. User Control of Audio
If audio plays longer than three seconds, either only play the audio on user request or allow it to be stopped by pressing escape. Allow users to restart and replay any audio that provides information.
Note: This includes multimedia presentations with audio.
Guideline 34 Details
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35. Audio Clarity/Contrast
When you have the opportunity to set the volume of speech relative to volume of background sound:
- Allow the user to access the foreground speech without the background sound (e.g. control to turn off background sound, separate volume controls)
- OR Set the background sound to be 20 decibels lower than the foreground speech
36. Transcripts & Visual Alerts
When audio provides information:
- Provide the same information in a text transcript
- OR, in the case of audio used to indicate status (e.g. a beep, "You've got mail"), provide a visual indication of status as well
Note: If the audio is part of a multimedia presentation where the visual content is meaningful and is synchronized with the audio, follow PG 37 instead.
37. Captions
When movies, animations, slideshows or games use synchronized visuals and sound to provide information, use captions to provide all important auditory information.
Note: Captions are not required if the audio is a narrator reading on-screen text aloud.
38. Mirroring Source Materials
When creating alternative versions (e.g. alt-text for an image, e-book alternative to a printed text), keep content divisions (e.g. page numbers, learning unit divisions) and user interface elements (e.g. text label for a button, whether a list is numbered or bulleted) consistent with the standard version.
39. User Content
When end users (e.g. students, instructors) can upload content, allow and facilitate alternatives for non-text content (e.g. alt-text for images, captions and audio descriptions for video, transcripts for audio).
40. Publishing Options & Security
Publish your media so that the accessibility features for the media are included and so that screen readers work with any security features.
41. Links to Accessible Players
If your product's accessibility relies on more than the user's assistive technology and a common Web browser, provide a link to an accessible download location for each add-on (e.g. plugin, player, script).
42. Document Accessibility
Document the accessibility of your product by recording what your team did to meet each guideline.