W3C liabilitytrademarkdocument use and software licensing rules apply. Abstract These guidelines explain how que es adobe dreamweaver cs4 free make Web content accessible to people with disabilities. The guidelines are intended for all Web content developers page authors and site designers and for developers of authoring tools.

The primary goal of these guidelines is to promote accessibility. However, following them will also make Web content more available to all users, whatever user agent they are using e. Following these guidelines will also help people find information on the Web more quickly. These guidelines do not discourage content developers from using images, video, etc. Que es adobe dreamweaver cs4 free is a reference document for accessibility principles and design ideas.

Some of the strategies discussed in this document address certain Web internationalization and mobile access concerns. However, this document focuses on accessibility and does not fully address the related concerns of other W3C Activities.

This document is meant to be stable and therefore does not provide specific information about browser support for different technologies as that information changes rapidly. This document includes an appendix that organizes all of the checkpoints by topic and priority. The checkpoints in the appendix link to their definitions in the current document. The topics identified in the appendix include images, multimedia, tables, frames, forms, and scripts. The appendix is available que es adobe dreamweaver cs4 free either a tabular summary of checkpoints or as a simple list of checkpoints.

The Techniques Document also includes techniques for document validation and testing, and an index of HTML elements and attributes and which techniques use them. The Techniques Document has been designed to track changes in technology and is expected to be updated more frequently нажмите чтобы увидеть больше the current document.

Not all browsers or multimedia tools may support the features described in the guidelines. In particular, new features of HTML 4.

Status of this document This specification is a Superseded Recommendation. A newer specification exists that is recommended for new adoption in place of this specification. Blue screen 10 download document remains available as a reference for old — and possibly still deployed — implementations, but is not recommended for future implementation. The Que es adobe dreamweaver cs4 free version of this specification is the only normative version.

Please report errors in this document to wai-wcag-editor w3. The appendix list of checkpoints is available as either a tabular summary of checkpoints or as a simple list of checkpoints. Introduction For those unfamiliar with accessibility issues pertaining to Web page design, consider that many users may be operating in contexts very different from your own:.

Content developers must consider these different situations during page design. While there are several situations to consider, each accessible design choice generally benefits several disability groups at once больше на странице the Web community as a whole. For example, by using style sheets to control font styles and eliminating the Que es adobe dreamweaver cs4 free element, HTML authors will have more control over their pages, make those pages more accessible to people with low vision, and by sharing the style sheets, will often shorten page download times for all users.

The guidelines discuss accessibility issues and provide accessible design solutions. They address typical scenarios similar to the font style example that may pose problems for users with certain disabilities. For ссылка на продолжение, the first guideline explains how content developers can make images accessible. Some users may not be able to see images, others may use text-based browsers that do not support images, while others may have turned off support for images e.

The guidelines do not suggest avoiding images as a way to improve accessibility. Instead, they explain that providing a text equivalent of the image will make it accessible. How does a text equivalent make the image accessible? Both words in “text equivalent” are important:.

Note that, que es adobe dreamweaver cs4 free addition to benefitting users with disabilities, text equivalents can help all users find pages more quickly, since search robots can use the text when indexing адрес pages.

While Web content developers must provide text equivalents for images and other multimedia content, it is the responsibility que es adobe dreamweaver cs4 free user agents e. Non-text equivalents of text e. Non-text equivalents of text can also be helpful to non-readers. An auditory description is an example of a non-text equivalent of visual information. An auditory description of a multimedia presentation’s visual track benefits people who cannot see the visual information.

Themes of Accessible Design The guidelines address two general themes: ensuring graceful transformation, and making content understandable and navigable. Pages that transform источник remain accessible despite any of the constraints described in the introductionincluding physical, sensory, and cognitive disabilities, work constraints, and technological barriers.

Here are some keys to designing pages that transform gracefully:. Content developers should make content understandable and navigable. This includes not only making the language clear and simple, but also providing understandable mechanisms for navigating within and between pages. Providing navigation tools and orientation information in pages will maximize accessibility and usability. Not all users can make use of visual clues such as image maps, proportional scroll bars, side-by-side frames, speed booster for windows 10 graphics увидеть больше guide sighted users of graphical desktop browsers.

Users also lose contextual information when they can only view a portion of a page, either because they are accessing the page one word at a time speech synthesis or braille ссылка на продолжениеor one section at a time small display, or a magnified display. Without orientation information, users may not be able to understand very large tables, lists, menus, etc. The theme of making content understandable and navigable is addressed primarily in guidelines 12 to This document includes fourteen guidelinesor general principles of accessible design.

Each guideline includes:. The checkpoint definitions in each guideline explain how the guideline applies in typical content development scenarios.

Each checkpoint definition includes:. Each checkpoint is intended to be specific enough so that someone reviewing a page or site may verify that the checkpoint has been satisfied.

Each checkpoint has a priority level assigned by the Working Group based on the checkpoint’s impact on accessibility. Otherwise, one or more groups will find it impossible to access information in the document.

Satisfying this checkpoint is a basic requirement for some groups to be able to use Web documents. Otherwise, one or more groups will que es adobe dreamweaver cs4 free it difficult to access information in the document. Satisfying this checkpoint will remove significant barriers to accessing Web documents.

Otherwise, one or more groups will find it que es adobe dreamweaver cs4 free difficult to access information in the document. Satisfying this checkpoint will improve access to Web documents. Some checkpoints specify a priority level that may change under certain indicated conditions. Conformance This section defines three levels of conformance to this document:.

Conformance levels are spelled out in text so they may be understood when rendered to speech. Claims of conformance to this que es adobe dreamweaver cs4 free must use one of the following two forms. Form 2: Include, on each page claiming conformance, one of three icons provided by W3C and link the icon to the appropriate W3C explanation of the claim.

Web Content Accessibility Guidelines Guideline 1. Provide equivalent alternatives to auditory and visual content. Provide content that, when presented to the user, conveys essentially the same function or purpose as auditory or visual content. Although some people cannot use images, movies, sounds, applets, etc. The equivalent information must serve the same purpose as the visual or auditory content.

Thus, a text equivalent for an image of an upward arrow that links to a table of contents could be “Go to table of contents”. In some cases, an equivalent should also describe the appearance of visual content e.

This guideline emphasizes the importance of providing text equivalents of non-text content images, pre-recorded audio, video. The power of text equivalents lies in their capacity to be rendered in ways that are accessible to people from various disability groups using a variety of technologies. Text can be readily output to speech synthesizers and braille displaysand can be presented visually in a variety of sizes on computer displays and paper. Synthesized speech is critical for individuals who are blind and for many people with the reading difficulties that often accompany cognitive disabilities, learning disabilities, and deafness.

Que es adobe dreamweaver cs4 free is essential for individuals who are both deaf and blind, as well as many individuals whose only sensory disability is blindness. Text displayed visually benefits users who are deaf as well as the majority of Web users. Providing non-text equivalents e. In movies or visual presentations, visual action such as body language or other visual cues may not be accompanied by enough audio information to convey the same information.

Unless verbal descriptions of this visual information are provided, people who cannot see or look at the visual content will not be able to perceive it.

Checkpoints: 1. This includes : images, graphical representations of text including symbolsimage map regions, animations e. For complex content e. Refer also to checkpoint 9. Techniques for checkpoint 1. Refer to checkpoint 1. Don’t rely on color alone. Ensure that text and graphics are understandable when viewed without color. If color alone is used to convey information, people who cannot differentiate between certain colors and users with devices that have non-color or non-visual displays will not receive the information.

When foreground and background colors are too close to the same hue, they may not provide sufficient contrast when viewed using monochrome displays or by people with different types of color deficits. Using markup improperly — not according to specification — hinders accessibility. Misusing markup for a presentation effect e. Furthermore, using presentation markup rather than structural markup to convey structure e.

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Synthesized speech is critical for individuals who are blind and for many people with the reading difficulties that often accompany cognitive disabilities, learning disabilities, and deafness. Braille is essential for individuals who are both deaf and blind, as well as many individuals whose only sensory disability is blindness. Text displayed visually benefits users who are deaf as well as the majority of Web users.

Providing non-text equivalents e. In movies or visual presentations, visual action such as body language or other visual cues may not be accompanied by enough audio information to convey the same information.

Unless verbal descriptions of this visual information are provided, people who cannot see or look at the visual content will not be able to perceive it.

Checkpoints: 1. This includes : images, graphical representations of text including symbols , image map regions, animations e. For complex content e. Refer also to checkpoint 9. Techniques for checkpoint 1. Refer to checkpoint 1. Don’t rely on color alone. Ensure that text and graphics are understandable when viewed without color. If color alone is used to convey information, people who cannot differentiate between certain colors and users with devices that have non-color or non-visual displays will not receive the information.

When foreground and background colors are too close to the same hue, they may not provide sufficient contrast when viewed using monochrome displays or by people with different types of color deficits. Using markup improperly — not according to specification — hinders accessibility. Misusing markup for a presentation effect e. Furthermore, using presentation markup rather than structural markup to convey structure e.

Content developers may be tempted to use or misuse constructs that achieve a desired formatting effect on older browsers. They must be aware that these practices cause accessibility problems and must consider whether the formatting effect is so critical as to warrant making the document inaccessible to some users. At the other extreme, content developers must not sacrifice appropriate markup because a certain browser or assistive technology does not process it correctly.

For example, it is appropriate to use the TABLE element in HTML to mark up tabular information even though some older screen readers may not handle side-by-side text correctly refer to checkpoint Using TABLE correctly and creating tables that transform gracefully refer to guideline 5 makes it possible for software to render tables other than as two-dimensional grids.

Checkpoints: 3. Also, avoid using images to represent text — use text and style sheets instead. Refer also to guideline 6 and guideline Techniques for checkpoint 3. If absolute units are used, validate that the rendered content is usable refer to the section on validation. Do not use headers for font effects. Do not use quotation markup for formatting effects such as indentation. Clarify natural language usage Use markup that facilitates pronunciation or interpretation of abbreviated or foreign text.

When content developers mark up natural language changes in a document, speech synthesizers and braille devices can automatically switch to the new language, making the document more accessible to multilingual users. Content developers should identify the predominant natural language of a document’s content through markup or HTTP headers.

Content developers should also provide expansions of abbreviations and acronyms. In addition to helping assistive technologies, natural language markup allows search engines to find key words and identify documents in a desired language.

Natural language markup also improves readability of the Web for all people, including those with learning disabilities, cognitive disabilities, or people who are deaf. When abbreviations and natural language changes are not identified, they may be indecipherable when machine-spoken or brailled.

Tables should be used to mark up truly tabular information “data tables”. Content developers should avoid using them to lay out pages “layout tables”. Tables for any use also present special problems to users of screen readers refer to checkpoint Some user agents allow users to navigate among table cells and access header and other table cell information. Unless marked-up properly, these tables will not provide user agents with the appropriate information.

Refer also to guideline 3. The following checkpoints will directly benefit people who access a table through auditory means e. Refer also to checkpoint Guideline 6. Ensure that pages featuring new technologies transform gracefully. Ensure that pages are accessible even when newer technologies are not supported or are turned off. Although content developers are encouraged to use new technologies that solve problems raised by existing technologies, they should know how to make their pages still work with older browsers and people who choose to turn off features.

Checkpoints: 6. For example, when an HTML document is rendered without associated style sheets, it must still be possible to read the document. Techniques for checkpoint 6. If this is not possible, provide equivalent information on an alternative accessible page. If it is not possible to make the page usable without scripts, provide a text equivalent with the NOSCRIPT element, or use a server-side script instead of a client-side script, or provide an alternative accessible page as per checkpoint Refer also to guideline 1.

For some applications, server-side scripts may be more accessible than client-side scripts. Guideline 7. Ensure user control of time-sensitive content changes. Ensure that moving, blinking, scrolling, or auto-updating objects or pages may be paused or stopped.

Some people with cognitive or visual disabilities are unable to read moving text quickly enough or at all. Movement can also cause such a distraction that the rest of the page becomes unreadable for people with cognitive disabilities. Screen readers are unable to read moving text. People with physical disabilities might not be able to move quickly or accurately enough to interact with moving objects. All of the following checkpoints involve some content developer responsibility until user agents provide adequate feature control mechanisms.

Refer also to guideline When an embedded object has its “own interface”, the interface — like the interface to the browser itself — must be accessible. If the interface of the embedded object cannot be made accessible, an alternative accessible solution must be provided.

Checkpoint: 8. Techniques for checkpoint 8. Design for device-independence. Use features that enable activation of page elements via a variety of input devices. Device-independent access means that the user may interact with the user agent or document with a preferred input or output device — mouse, keyboard, voice, head wand, or other.

If, for example, a form control can only be activated with a mouse or other pointing device, someone who is using the page without sight, with voice input, or with a keyboard or who is using some other non-pointing input device will not be able to use the form. Providing text equivalents for image maps or images used as links makes it possible for users to interact with them without a pointing device.

Generally, pages that allow keyboard interaction are also accessible through speech input or a command line interface. Checkpoints: 9. Techniques for checkpoint 9. Refer also to guideline 8. Use interim solutions. Use interim accessibility solutions so that assistive technologies and older browsers will operate correctly. For example, older browsers do not allow users to navigate to empty edit boxes. Older screen readers read lists of consecutive links as one link. These active elements are therefore difficult or impossible to access.

Also, changing the current window or popping up new windows can be very disorienting to users who cannot see that this has happened. The following checkpoints apply until user agents including assistive technologies address these issues. These checkpoints are classified as “interim”, meaning that the Web Content Guidelines Working Group considers them to be valid and necessary to Web accessibility as of the publication of this document. However, the Working Group does not expect these checkpoints to be necessary in the future, once Web technologies have incorporated anticipated features or capabilities.

Many non-W3C formats e. Often, these formats cannot be viewed or navigated with standard user agents including assistive technologies. Avoiding non-W3C and non-standard features proprietary elements, attributes, properties, and extensions will tend to make pages more accessible to more people using a wider variety of hardware and software. When inaccessible technologies proprietary or not must be used, equivalent accessible pages must be provided.

Even when W3C technologies are used, they must be used in accordance with accessibility guidelines. When using new technologies, ensure that they transform gracefully Refer also to guideline 6.

Therefore, validate each page for accessibility and usability after the conversion process refer to the section on validation. If a page does not readily convert, either revise the page until its original representation converts appropriately or provide an HTML or plain text version. Content developers should only resort to alternative pages when other solutions fail because alternative pages are generally updated less often than “primary” pages. An out-of-date page may be as frustrating as one that is inaccessible since, in both cases, the information presented on the original page is unavailable.

Automatically generating alternative pages may lead to more frequent updates, but content developers must still be careful to ensure that generated pages always make sense, and that users are able to navigate a site by following links on primary pages, alternative pages, or both. Before resorting to an alternative page, reconsider the design of the original page; making it accessible is likely to improve it for all users.

Guideline Provide context and orientation information. Provide context and orientation information to help users understand complex pages or elements.

Grouping elements and providing contextual information about the relationships between elements can be useful for all users. Complex relationships between parts of a page may be difficult for people with cognitive disabilities and people with visual disabilities to interpret. Checkpoints: Techniques for checkpoint Provide clear navigation mechanisms. Provide clear and consistent navigation mechanisms — orientation information, navigation bars, a site map, etc.

Clear and consistent navigation mechanisms are important to people with cognitive disabilities or blindness, and benefit all users. Link text should also be terse. In addition to clear link text, content developers may further clarify the target of a link with an informative link title e.

This is commonly referred to as “front-loading” and is especially helpful for people accessing information with serial devices such as speech synthesizers.

Another way to create a collection is by building an archive e. The performance improvement gained by offline processing can make browsing much less expensive for people with disabilities who may be browsing slowly. Ensure that documents are clear and simple. Ensure that documents are clear and simple so they may be more easily understood. Consistent page layout, recognizable graphics, and easy to understand language benefit all users. In particular, they help people with cognitive disabilities or who have difficulty reading.

However, ensure that images have text equivalents for people who are blind, have low vision, or for any user who cannot or has chosen not to view graphics. Using clear and simple language promotes effective communication. Access to written information can be difficult for people who have cognitive or learning disabilities. Using clear and simple language also benefits people whose first language differs from your own, including those people who communicate primarily in sign language.

Automated methods are generally rapid and convenient but cannot identify all accessibility issues. Human review can help ensure clarity of language and ease of navigation.

Begin using validation methods at the earliest stages of development. Accessibility issues identified early are easier to correct and avoid.

Following are some important validation methods, discussed in more detail in the section on validation in the Techniques Document. Use an automated accessibility tool and browser validation tool. Please note that software tools do not address all accessibility issues, such as the meaningfulness of link text, the applicability of a text equivalent , etc. Validate syntax e. Validate style sheets e. Use a text-only browser or emulator.

Use multiple graphic browsers, with: sounds and graphics loaded, graphics not loaded, sounds not loaded, no mouse, frames, scripts, style sheets, and applets not loaded Use several browsers, old and new. Use a self-voicing browser, a screen reader, magnification software, a small display, etc. Use spell and grammar checkers. A person reading a page with a speech synthesizer may not be able to decipher the synthesizer’s best guess for a word with a spelling error.

Eliminating grammar problems increases comprehension. Review the document for clarity and simplicity. Readability statistics, such as those generated by some word processors may be useful indicators of clarity and simplicity. Better still, ask an experienced human editor to review written content for clarity. Editors can also improve the usability of documents by identifying potentially sensitive cultural issues that might arise due to language or icon usage.

Invite people with disabilities to review documents. Expert and novice users with disabilities will provide valuable feedback about accessibility or usability problems and their severity. Appendix B.

Applet A program inserted into a Web page. Assistive technology Software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities. Assistive technology includes wheelchairs, reading machines, devices for grasping, etc. In the area of Web Accessibility, common software-based assistive technologies include screen readers, screen magnifiers, speech synthesizers, and voice input software that operate in conjunction with graphical desktop browsers among other user agents.

Hardware assistive technologies include alternative keyboards and pointing devices. For example “;- ” is the smiley emoticon. Backward compatible Design that continues to work with earlier versions of a language, program, etc.

Braille Braille uses six raised dots in different patterns to represent letters and numbers to be read by people who are blind with their fingertips. The word “Accessible” in braille follows: A braille display , commonly referred to as a “dynamic braille display,” raises or lowers dot patterns on command from an electronic device, usually a computer. The result is a line of braille that can change from moment to moment. Current dynamic braille displays range in size from one cell six or eight dots to an eighty-cell line, most having between twelve and twenty cells per line.

Content developer Someone who authors Web pages or designs Web sites. Deprecated A deprecated element or attribute is one that has been outdated by newer constructs. Deprecated elements may become obsolete in future versions of HTML. Authors should avoid using deprecated elements and attributes. User agents should continue to support for reasons of backward compatibility.

Device independent Users must be able to interact with a user agent and the document it renders using the supported input and output devices of their choice and according to their needs. Input devices may include pointing devices, keyboards, braille devices, head wands, microphones, and others. Output devices may include monitors, speech synthesizers, and braille devices. Please note that “device-independent support” does not mean that user agents must support every input or output device.

Proof listeners catch mistakes we may have missed during the initial recording and editing process. Readers record themselves reading a section of a book, edit the recording, and upload it to the LibriVox Management Tool. For an outline of the Librivox audiobook production process, please see The LibriVox recording process.

We require new readers to submit a sample recording so that we can make sure that your set up works and that you understand how to export files meeting our technical standards. We do not want you to waste previous hours reading whole chapters only to discover that your recording is unusable due to a preventable technical glitch. A book coordinator commonly abbreviated BC in the forum is a volunteer who manages all the other volunteers who will record chapters for a LibriVox recording.

Metadata coordinators MCs , help and advise Book Coordinators, and take over the files with the completed recordings soloists are also Book Coordinators in this sense, as they prepare their own files for the Meta coordinators. The files are then prepared and uploaded to the LibriVox catalogue, in a lengthy and cumbersome process. NOTE: Anyone may read this Wiki, but if you wish to edit the pages, please log in, as this Wiki has been locked to avoid spam.

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