ADA Top 25
You want peace of mind? Our CMS was built from the ground up to protect you from common user errors. Here's a list of 25 errors that you can stop worrying about because we stop them from happening. Send this list to other CMS vendors and ask them if how they score, and to prove it.
| WCAG2.0 Standard | 508 Shield On! | |
|---|---|---|
| 1.1.1 Non-text Content |
Form buttons have a descriptive value. |  |
| 1.1.1 Non-text Content | Form inputs have associated text labels. | |
| 1.3.1 Info and Relationships | Text labels are associated with form input elements. Related form elements are grouped with fieldset/legend. | |
| 1.4.1 Use of Color | Color alone is not used to distinguish links from surrounding text unless the luminance contrast between the link and the surrounding text is at least 3:1 and an additional differentiation (e.g., it becomes underlined) is provided when the link is hovered over or receives focus. | |
| 1.4.3 Contrast (Minimum) | Large text - at least 18 point (typically 24px) or 14 point (typically 18.66px) bold has a contrast ratio of at least 3:1. | |
| 1.4.4 Resize text | The page is readable and functional when the text size is doubled. | |
| 2.1.1 Keyboard | All page functionality is available using the keyboard, unless the functionality cannot be accomplished in any known way using a keyboard (e.g., free hand drawing). | |
| 2.1.2 No Keyboard Trap | Keyboard focus is never locked or trapped at one particular page element. The user can navigate to and from all navigable page elements using only a keyboard. | |
| 2.4.1 Bypass Blocks | Keyboard focus is never locked or trapped at one particular page element. The user can navigate to and from all navigable page elements using only a keyboard. | |
| 2.4.1 Bypass Blocks | A link is provided to skip navigation and other page elements that are repeated across web pages. If a page has a proper heading structure, this may be considered a sufficient technique instead of a "Skip to main content" link. Note that navigating by headings is not yet supported in all browsers. | |
| 2.4.3 Focus Order | The navigation order of links, form elements, etc. is logical and intuitive. | |
| 2.4.7 Focus Visible | It is visually apparent which page element has the current keyboard focus (i.e., as you tab through the page, you can see where you are). | |
| 3.1.1 Language of Page | The language of the page is identified using the HTML lang attribute (<html lang="en">, for example). | |
| 3.2.1 On Focus | When a page element receives focus, it does not result in a substantial change to the page, the spawning of a pop-up window, an additional change of keyboard focus, or any other change that could confuse or disorient the user. | |
| 3.2.2 On Input | When a user inputs information or interacts with a control, it does not result in a substantial change to the page, the spawning of a pop-up window, an additional change of keyboard focus, or any other change that could confuse or disorient the user unless the user is informed of the change ahead of time. | |
| 3.2.3 Consistent Navigation | Navigation links that are repeated on web pages do not change order when navigating through the site. | |
| 3.2.4 Consistent Identification | Elements that have the same functionality across multiple web pages are consistently identified. For example, a search box at the top of the site should always be labeled the same way. | |
| 3.3.1 Error Identification | Required form elements or form elements that require a specific format, value, or length provide this information within the element's label. | |
| 3.3.2 Labels or Instructions | Sufficient labels, cues, and instructions for required interactive elements are provided via instructions, examples, properly positioned form labels, and/or fieldsets/legends. | |
| 4.1.1 Parsing | Significant HTML/XHTML validation/parsing errors are avoided. Check at http://validator.w3.org/ | |
| 4.1.2 Name, Role, Value | Markup is used in a way that facilitates accessibility. This includes following the HTML/XHTML specifications and using forms, form labels, frame titles, etc. appropriately. | |
| 1.3.3 Sensory Characteristics | Instructions do not rely upon sound (e.g., "A beeping sound indicates you may continue."). | |
| 1.4.2 Audio Control | A mechanism is provided to stop, pause, mute, or adjust volume for audio that automatically plays on a page for more than 3 seconds. | |
| 2.1.1 Keyboard | Page-specified shortcut keys and accesskeys (accesskey should typically be avoided) do not conflict with existing browser and screen reader shortcuts. | |
| 2.2.2 Pause, Stop, Hide | Automatically moving, blinking, or scrolling content that lasts longer than 5 seconds can be paused, stopped, or hidden by the user. Moving, blinking, or scrolling can be used to draw attention to or highlight content as long as it lasts less than 5 seconds. | |
Why This Matters
It's hard to understand why all these rules matter if you haven't experienced what it's like to live in a digital world with a visual disability. If you ever have had even a temporary disability due to an injury, though, you had to learn how to negotiate things like stairs or curbs in an entirely new way. Things that you never thought about suddenly become barriers to be overcome.
In this same way, people with visual disabilities must navigate the digital world overcoming barriers that we put in place unintentionally. WCAG2.0 Standards make that world accessible for people who otherwise would be locked out, or presented with information that makes no sense - it might as well be written in a foreign language for all the good it does them.
In schools, we are concerned about equity and take many steps to help students overcome barriers to do culture, socio-economic status and language. Complying with WCAG2.0 Standards is all about equity, making it possible for as many people as possible to have equal access to information, the golden ticket in a digital world.
At School Loop, we are committed to helping all students and all parents have a chance to reach for a brighter future. We're sure share this commitment.
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