The WCPSS websites are accessed and used by a diverse group of people. Some of our users, including students, parents and employees, have visual or hearing impairments that create challenges in accessing websites and require the use of assistive technologies such as screen readers and text-only browsers.
We are committed to providing equal access to information, programs, and activities by making our web pages accessible to everyone, including people with disabilities.
This page provides resources and guidance to schools, departments and individuals involved in developing and maintaining a WCPSS supported website.
This accessibility checklist is meant to help staff build webpages and websites in accessible way.
The words in the tag should be more than a description. They should provide a text equivalent of the image. In other words, the tag should include the same meaningful information that other users obtain by looking at the image.
If you use charts or graphs, provide a text alternative that summarizes the content of each chart or graph, and make sure color coding is not the only key used in the chart, but is supplemented with labels or differences in line shape.
Videos need to incorporate features that make them accessible to everyone. Provide audio descriptions of images (including changes in setting, gestures, and other details) to make videos accessible to people who are blind or have low vision. Provide text captions synchronized with the video images to make videos and audio tracks accessible to people who are deaf or hard of hearing.
If you want to upload a PowerPoint file, then make sure all graphics are labeled and includes appropriate extended descriptions. All audio should be captioned or have a transcript. PowerPoint files converted to HTML should include ALT tags as needed.
If you use PDF files, make sure the PDF is restricted to appropriate uses and that files include labels or tags identifying embedded images and that text content is stored as text, not as a large image. Links to PDF files should include some sort of indication on the page that the link is different; this will reduce user confusion. When in doubt, create a text-only or HTML version of the content.
- How to make files accessible / Instructions: https://www.doi.gov/sites/doi.gov/files/migrated/ocio/information_management/upload/Guide_for_Creating_Accessible_Documents.pdf
- How to tag PDFs: http://webaim.org/techniques/acrobat/acrobat
- Use appropriate H tags to structure your content into sections and be as concise as possible. Be aware of how screen readers pronounce acronyms and abbreviations as single words.
- If you want to incorporate color, be sure that none of the content relies on color coding alone. Color coding should be supplemented by text or differences in lightness or shape. Contrasts of bright colors and strongly textured backgrounds should also be avoided to facilitate legibility. Note: Contrasts of red/green or red/black are the most likely to be confused.
- If you wish to specify a font, consider fonts designed for a computer monitor such as Arial and Verdana and always use relative sizes. Italics text should be used minimally, and blinking text should be avoided.
- If your page has links, then make sure the text of the link describes the location of the new page. Avoid generic "Click Here" links
- If you use lists, use ordered lists so that items are numbered, or include the item number within your text.
- If you use tables, be sure to include header tags for data tables and that any table makes sense when read left to right, top to bottom. This is how a screen reader will read them by default