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WCAG 2.0 AA Accessibility Testing Checklist
Guideline
Success Criteria Requirement
Testing Tools
Test Methods
SC #
LVL
Understanding
Demos
Screenshots
More Screenshots
Text
Alternatives
Non-text Content:
All non-text content that is
presented to the user has a text alternative that
serves the equivalent purpose, except for the
situations listed below. (Level A)
•Controls, Input:
If non-text content is a control
or accepts user input, then it has a name
that describes its purpose. (Refer to
Guideline 4.1
for additional requirements
for controls and content that accepts user
input.)
•Time-Based Media:
If non-text content is time-
based media, then text alternatives at least
provide descriptive identifi cation of the non-
text content. (Refer to
Guideline 1.2
for
additional requirements for media.)
•Test:
If non-text content is a test or exercise that
would be invalid if presented in text, then
text alternatives at least provide descriptive
identifi cation of the non-text content.
•Sensory:
If non-text content is primarily intended
to create a specifi c sensory experience,
then text alternatives at least provide
descriptive identifi cation of the non-text
content.
•CAPTCHA:
If the purpose of non-text content is
to confi rm that content is being accessed
by a person rather than a computer, then
text alternatives that identify and describe
the purpose of the non-text content are
provided, and alternative forms of
CAPTCHA using output modes for different
types of sensory perception are provided to
accommodate different disabilities.
•Decoration, Formatting, Invisible:
If non-text
content is pure decoration, is used only for
visual formatting, or is not presented to
users, then it is implemented in a way that
it can be ignored by assistive technology.
•
WAVE
•
Images
Bookmarklet
•
aXe
•
Tota11y
•
HTML_CodeS
niffer
•
Web
Accessibility
Toolbar
•
a11yTools for
Safari
Screen Reader
1.
Move screen reader
focus to each
image
.
2.
Make sure
that the screen reader announces a meaningful text alternative for
the image and that no content inside the image is missing from the spoken
alternative
.
3.
Make sure
that purely
-
decorative
and meaningless images
are not focusable
.
4.
Make sure that linked images speak a meaningful link purpose and don't
speak decorative features of the image like "Logo".
5.
Make sure
that custom views such as star rating widgets speak an accurate
text alternative
.
6.
Make sure CAPTCHA images have working audio alternatives for screen
reader users.
Testing Tool
1.
Run accessibility testing tools on pages with images.
2.
Make sure that no "Missing alternative text" errors are discovered.
3.
Make sure that all <img> elements contain a
meaningful
alt attribute value
and
that no content
inside the image
is missing from the
alt text.
4.
Make sure that linked images contain an alt text that describes the purpose of
the link and does not include decorative features of the image like "Logo".
1.1.1
A
Understanding
SC 1.1.1
http://wave.webaim.org/report#/
https://www.washington.edu/
accesscomputing/AU/
before.html
Time-based
Media
Audio-only and Video-only (Prerecorded):
For
prerecorded audio-only and prerecorded video-
only media, the following are true, except when
the audio or video is a media alternative for text
and is clearly labeled as such: (Level A)
• Prerecorded Audio-only:
An alternative
for time-based media is provided that
presents equivalent information for
prerecorded audio-only content.
• Prerecorded Video-only:
Either an
alternative for time-based media or an
audio track is provided that presents
equivalent information for prerecorded
video-only content.
Manual Only
Manual Testing
1.
Locate any Audio-only content like a Podcast.
2.
Make sure that the Audio-only content has a text transcript.
3.
Locate any Video-only content like a Silent Movie.
4.
Make sure that the Video-only content has either an audio equivalent or a text
transcript.
1.2.1
A
Understanding
SC 1.2.1
https://www.npr.org/templates/
transcript/transcript.php?
storyId=563787988
Time-based
Media
Captions (Prerecorded):
Captions are provided
for all prerecorded audio content in synchronized
media, except when the media is a media
alternative for text and is clearly labeled as such.
(Level A)
•
aXe
Manual Testing
1.
Enable "
Prefer closed captions and SDH
" under your Accessibility System
Preferences.
2.
Locate and play any video content like embedded YouTube videos.
3.
Make sure that the videos display synchronized captions of the audio content.
4.
This requirement is to provide accessibility for Deaf and Hard-of-Hearing
users.
Testing Tool
1.
Run aXe on pages with videos.
2.
Make sure that no "
<video> elements must have captions
" errors are
discovered.
1.2.2
A
Understanding
SC 1.2.2
https://www.apple.com/iphone-
x/fi lms/
Time-based
Media
Audio Description or Media Alternative
(Prerecorded):
An alternative for time-based
media or audio description of the prerecorded
video content is provided for synchronized media,
except when the media is a media alternative for
text and is clearly labeled as such. (Level A)
Manual Only
Manual Testing
1.
Enable "Play audio descriptions when available" under your Accessibility
System Preferences.
2.
Locate and play any video content like embedded YouTube videos.
3.
Make sure that the videos include either an
alternative for time-based media
like a text Screenplay or an Audio Description track with a narrator describing
the visual content of the video.
4.
This requirement is to provide accessibility for Blind users.
1.2.3
A
Understanding
SC 1.2.3
https://www.apple.com/media/
us/iphone-6s/2016/
af22bd64-5646-43f6-8b97-6085
158f0cd7/tv-spots/shot-by-
marc/iphone6s-shot-by-marc-
cc-
us-20160720_r848-9dwc.mov
https://www.apple.com/iphone-
x/fi lms/
Time-based
Media
Captions (Live):
Captions are provided for all live
audio content in synchronized media. (Level AA)
•
aXe
Manual Testing
1.
Enable "
Prefer closed captions and SDH
" under your Accessibility System
Preferences.
2.
Locate and play any Live video content like embedded Live News videos.
3.
Make sure that the videos display synchronized captions of the audio content.
4.
This requirement is to provide accessibility for Deaf and Hard-of-Hearing
users.
Testing Tool
1.
Run aXe on pages with live videos.
2.
Make sure that no "
<video> elements must have captions
" errors are
discovered.
1.2.4
AA
Understanding
SC 1.2.4
Time-based
Media
Audio Description (Prerecorded):
Audio
description is provided for all prerecorded video
content in synchronized media. (Level AA)
Manual Only
Manual Testing
1.
Enable "Play audio descriptions when available" under your Accessibility
System Preferences.
2.
Locate and play any video content like embedded YouTube videos.
3.
Make sure that the videos include an Audio Description track with a narrator
describing the visual content of the video.
4.
This requirement is to provide accessibility for Blind users.
1.2.5
AA
Understanding
SC 1.2.5
Frozen - Trailer with Audio
Description
https://
www.youtube.com/watch?
v=O7j4_aP8dWA
Adaptable
Info and Relationships:
Information, structure,
and relationships conveyed through presentation
can be programmatically determined or are
available in text. (Level A)
•
WAVE
•
Accessibility
Bookmarklets
•
aXe
•
Tota11y
•
HTML_CodeS
niffer
Screen Reader
1.
Move screen reader
focus to each
Heading text used as the title of a section of page
content.
2.
Make sure
that the section title text is spoken as a heading with a level that is one
below its parent heading
.
3.
Move screen reader focus to each List.
4.
Make sure the list items are spoken as inside a list with the correct number of items.
5.
Move screen reader focus to each form input control.
6.
Make sure the input's label text is spoken to the screen reader.
7.
Use the screen reader Tables Quick Navigation commands to set focus to each data
table.
8.
Make sure the data table has a meaningful <caption> text.
9.
Read through each cell of the data table and make sure the cell's column header text
is spoken when moving between columns and make sure the cells row header text is
spoken when moving between rows.
10.
Make sure that no Layout Tables are available to the screen reader during table quick
navigation and that any layout tables are not spoken as having a table role.
11.
Use screen reader Landmark navigation commands to list all the landmarks and move
focus between each landmark.
12.
Make sure that all page content is contained in the correct structural landmark,
Header, Footer, Main, and Navigation.
13.
Using the screen reader tab to each group of radio buttons, checkboxes, or related
text inputs.
14.
Make sure that the group's <legend> text is spoken when setting focus to an input
inside the <fi eldset>.
Manual Testing
1.
Use the mouse to click on the <label> text of each form input control.
2.
Make sure that focus moves into the input after clicking its label.
Testing Tool
1.
Run accessibility testing tools on pages with Headings, Lists, Form Controls, Data
Tables, Landmarks.
2.
Make sure that no "List item is missing parent list container" errors are discovered.
3.
Make sure that all heading text is wrapped in a heading tag at the proper nested level.
4.
Make sure there are no "Missing form label" errors.
5.
Make sure that all inputs have a visible text <label> programmatically associated to
the input as its accessible name either using FOR and ID attributes, wrapped labels,
or ARIA attribute connections.
6.
Make sure that groups of checkboxes and radio buttons use the <fi eldset> <legend>
grouping method.
7.
Make sure that Data Tables use a <caption> text for the table title, <th scope="col">
for column headers on the top, and <th scope="row"> for row headers on the left.
8.
Make sure that ARIA Landmarks are defi ned for the Header, Footer, Navigation, and
Main Content sections of the page.
1.3.1
A
Understanding
SC 1.3.1
http://pauljadam.com/demos/
headings.html
http://pauljadam.com/demos/
data-tables.html
http://pauljadam.com/demos/
landmarks.html
http://pauljadam.com/
csunmobile/form-aria.html
http://pauljadam.com/demos/
fi eldsetlegend.html
http://wave.webaim.org/report#/
https://www.washington.edu/
accesscomputing/AU/
before.html
Adaptable
Meaningful Sequence:
When the sequence in
which content is presented affects its meaning, a
correct reading sequence can be
programmatically determined. (Level A)
Screen Reader
Only
Screen Reader
1.
Use the screen reader's Read All command to read the page from the top to
the bottom or use Linear (arrow key) navigation to read through all content of
the page
.
2.
Make sure that the reading sequence is correctly conveying the meaning of
the content.
1.3.2
A
Understanding
SC 1.3.2
Adaptable
Sensory Characteristics:
Instructions provided
for understanding and operating content do not
rely solely on sensory characteristics of
components such as shape, size, visual location,
orientation, or sound. (Level A)
Note:
For requirements related to color, refer to
Guideline 1.4
.
Manual Only
Manual Testing
1.
Make sure that i
nstructions provided for understanding and operating content
do not rely solely on sensory characteristics of components such as shape,
size, visual location, orientation, or sound
.
1.3.3
A
Understanding
SC 1.3.3
Distinguish
able
Use of Color:
Color is not used as the only visual
means of conveying information, indicating an
action, prompting a response, or distinguishing a
visual element. (Level A)
Note:
This success criterion addresses color
perception specifi cally. Other forms of perception
are covered in
Guideline 1.3
including
programmatic access to color and other visual
presentation coding.
•
Grayscale
Bookmarklet
Manual Testing
1.
Make sure that
information conveyed in color
has another method to convey
the information in addition to color. e.g. Shape, Size, Pattern, Icon, Text.
2.
???Either Generic Method to Enable Grayscale Mode Goes Here Or Specifi c
OS Methods for Each OS??? Should this be in a different list with it's own list
heading? E.g.
iOS, macOS, Windows, Android
Testing Tool
1.
Run Grayscale Bookmarklet on pages to test for Use of Color.
2.
Make sure that information conveyed in color is still conveyed once color is
removed.
1.4.1
A
Understanding
SC 1.4.1
http://pauljadam.com/demos/
svg-line-chart.html
Distinguish
able
Audio Control:
If any audio on a Web page plays
automatically for more than 3 seconds, either a
mechanism is available to pause or stop the
audio, or a mechanism is available to control
audio volume independently from the overall
system volume level. (Level A)
Note:
Since any content that does not meet this
success criterion can interfere with a user's ability
to use the whole page, all content on the Web
page (whether or not it is used to meet other
success criteria) must meet this success criterion.
See
Conformance Requirement 5: Non-
Interference
.
Manual Only
Manual Testing
1.
Make sure that
any audio that plays automatically for more than 3 seconds
has a method to pause or stop the audio, or a method to control its audio
volume independent from the system volume
.
1.4.2
A
Understanding
SC 1.4.2
Distinguish
able
Contrast (Minimum):
The visual presentation of
text and images of text has a contrast ratio of at
least 4.5:1, except for the following: (Level AA)
•Large Text:
Large-scale text and images of
large-scale text have a contrast ratio of at
least 3:1;
•Incidental:
Text or images of text that are part of
an inactive user interface component, that
are pure decoration, that are not visible to
anyone, or that are part of a picture that
contains signifi cant other visual content,
have no contrast requirement.
•Logotypes:
Text that is part of a logo or brand
name has no minimum contrast
requirement.
•
WAVE
•
aXe
•
Tota11y
•
HTML_CodeS
niffer
•
Colour
Contrast
Analyser
Testing Tool
1.
Run Color Contrast testing tool on pages to test for low text contrast errors.
2.
Make sure that no "Very Low Contrast" errors are discovered.
3.
Large Text has lower contrast level requirements if
at least 18 point or 14 point
bold
.
4.
Text inside images must be manually tested using a foreground and
background color selection and testing tool like the Colour Contrast Analyser
app.
5.
Logos
and text that are
purely decorative do not need contrast testing.
6.
Disabled controls don't need to meet contrast requirements.
1.4.3
AA
Understanding
SC 1.4.3
http://wave.webaim.org/report#/
https://www.apple.com/imac/
Distinguish
able
Resize text:
Except for captions and images of
text, text can be resized without assistive
technology up to 200 percent without loss of
content or functionality. (Level AA)
•
aXe
Manual Testing
1.
Resize text of pages to 200
%
larger.
2.
Make sure there is no loss of content or functionality.
Testing Tool
1.
Run aXe on pages to test for incorrect usage of user-scalable=no in the
<meta> tag.
2.
Make that no "
Zooming and scaling must not be disabled
" errors are
discovered.
1.4.4
AA
Understanding
SC 1.4.4
https://dequeuniversity.com/
rules/axe/1.1/meta-viewport
Distinguish
able
Images of Text:
If the technologies being used
can achieve the visual presentation, text is used
to convey information rather than images of text
except for the following: (Level AA)
• Customizable:
The image of text can be
visually customized to the user's
requirements;
• Essential:
A particular presentation of text
is essential to the information being
conveyed.
Note:
Logotypes (text that is part of a logo or
brand name) are considered essential.
Manual Only
Manual Testing
1.
Make sure that no text is embedded in an image.
2.
Inspect the source code of any image of text to confi rm if it is a CSS
background image or an <img> element.
3.
If you cannot select the text characters inside the source code then it must be
an image of text.
4.
Images of Text only are allowed for logos, brand names, or if the visual
presentation cannot be achieved using real text.
1.4.5
AA
Understanding
SC 1.4.5
Keyboard
Accessible
Keyboard:
All functionality of the content is
operable through a keyboard interface without
requiring specifi c timings for individual keystrokes,
except where the underlying function requires
input that depends on the path of the user's
movement and not just the endpoints. (Level A)
Note 1:
This exception relates to the underlying
function, not the input technique. For example, if
using handwriting to enter text, the input
technique (handwriting) requires path-dependent
input but the underlying function (text input) does
not.
Note 2:
This does not forbid and should not
discourage providing mouse input or other input
methods in addition to keyboard operation.
Manual Only
Keyboard Testing
1.
Make that all user interface controls receive keyboard focus.
2.
Make sure all controls can be activated with the keyboard enter and spacebar
keys.
3.
Make sure that keyboard behavior matches element role. Links work with
enter key. Buttons work with enter and spacebar keys. Radio buttons work
with up/down arrows. Checkboxes work with tab and spacebar keys.
Screen Reader Testing
1.
Move screen reader focus through visible user interface controls using linear
navigation (not tab navigation).
2.
Make sure that no controls are spoken as "clickable" without any role.
2.1.1
A
Understanding
SC 2.1.1
https://datepicker.now.sh
Keyboard
Accessible
No Keyboard Trap:
If keyboard focus can be
moved to a component of the page using a
keyboard interface, then focus can be moved
away from that component using only a keyboard
interface, and, if it requires more than unmodifi ed
arrow or tab keys or other standard exit methods,
the user is advised of the method for moving
focus away. (Level A)
Note:
Since any content that does not meet this
success criterion can interfere with a user's ability
to use the whole page, all content on the Web
page (whether it is used to meet other success
criteria or not) must meet this success criterion.
See
Conformance Requirement 5: Non-
Interference
.
Manual Only
Keyboard Testing
1.
Navigate through page and user flows from top to bottom using keyboard-
only navigation and activating all menus and dialogs.
2.
Make sure that focus is never trapped from moving forward or reverse in the
logical focus order.
2.1.2
A
Understanding
SC 2.1.2
Enough
Time
Timing Adjustable:
For each time limit that is set
by the content, at least one of the following is true:
(Level A)
• Turn off:
The user is allowed to turn off the
time limit before encountering it; or
• Adjust:
The user is allowed to adjust the
time limit before encountering it over a wide
range that is at least ten times the length of
the default setting; or
• Extend:
The user is warned before time
expires and given at least 20 seconds to
extend the time limit with a simple action
(for example, "press the space bar"), and
the user is allowed to extend the time limit
at least ten times; or
• Real-time Exception:
The time limit is a
required part of a real-time event (for
example, an auction), and no alternative to
the time limit is possible; or
• Essential Exception:
The time limit is
essential and extending it would invalidate
the activity; or
• 20 Hour Exception:
The time limit is
longer than 20 hours.
Note:
This success criterion helps ensure that
users can complete tasks without unexpected
changes in content or context that are a result of a
time limit. This success criterion should be
considered in conjunction with
Success Criterion
3.2.1
, which puts limits on changes of content or
context as a result of user action.
Manual Only
Manual Testing
1.
Login to
the
website
and then leave a page
idle for a period of time until the
time-out activates.
2.
Make sure
there is a warning before you
a
re kicked out and that you
can
extend
the
session before
automatic log out
.
3.
Or
make sure
that you can adjust the time limit settings to at least 10 times
longer than the default.
4.
Time out extensions do not apply to real time exceptions like auctions or timed
tests
.
2.2.1
A
Understanding
SC 2.2.1
Enough
Time
Pause, Stop, Hide:
For moving, blinking,
scrolling, or auto-updating information, all of the
following are true: (Level A)
• Moving, blinking, scrolling:
For any
moving, blinking or scrolling information
that (1) starts automatically, (2) lasts more
than fi ve seconds, and (3) is presented in
parallel with other content, there is a
mechanism for the user to pause, stop, or
hide it unless the movement, blinking, or
scrolling is part of an activity where it is
essential; and
• Auto-updating:
For any auto-updating
information that (1) starts automatically and
(2) is presented in parallel with other
content, there is a mechanism for the user
to pause, stop, or hide it or to control the
frequency of the update unless the auto-
updating is part of an activity where it is
essential.
Note 1:
For requirements related to flickering or
flashing content, refer to
Guideline 2.3
.
Note 2:
Since any content that does not meet this
success criterion can interfere with a user's ability
to use the whole page, all content on the Web
page (whether it is used to meet other success
criteria or not) must meet this success criterion.
See
Conformance Requirement 5: Non-
Interference
.
Note 3:
Content that is updated periodically by
software or that is streamed to the user agent is
not required to preserve or present information
that is generated or received between the
initiation of the pause and resuming presentation,
as this may not be technically possible, and in
many situations could be misleading to do so.
Note 4:
An animation that occurs as part of a
preload phase or similar situation can be
considered essential if interaction cannot occur
during that phase for all users and if not indicating
progress could confuse users or cause them to
think that content was frozen or broken.
Manual Only
Manual Testing
1.
Make sure
that moving, blinking, scrolling, or auto-updating content is able to
be paused, stopped, or hidden
.
2.2.2
A
Understanding
SC 2.2.2
http://shouldiuseacarousel.com
Seizures
Three Flashes or Below Threshold:
Web pages
do not contain anything that flashes more than
three times in any one second period, or the flash
is below the general flash and red flash
thresholds. (Level A)
Note:
Since any content that does not meet this
success criterion can interfere with a user's ability
to use the whole page, all content on the Web
page (whether it is used to meet other success
criteria or not) must meet this success criterion.
See
Conformance Requirement 5: Non-
Interference
.
Manual Only
Manual Testing
1.
Make sure that pages have
no elements that flash more than three times per
second
.
2.3.1
A
Understanding
SC 2.3.1
Navigable
Bypass Blocks:
A mechanism is available to
bypass blocks of content that are repeated on
multiple Web pages. (Level A)
•
WAVE
•
Landmarks
Bookmarklet
•
aXe
•
Tota11y
•
Web
Accessibility
Toolbar
•
a11yTools for
Safari
Screen Reader
1.
Use screen reader to list out the ARIA Landmarks of each page.
2.
Make sure the Main, Header, Footer, Navigation, etc. landmarks are listed.
Testing Tool
1.
Run testing tool on pages in the site to check for ARIA Landmarks.
2.
Make sure all the correct ARIA Landmarks are defi ned, main, contentinfo, and
navigation.
Keyboard Testing
1.
Tab to the fi rst link on the page which should be a Skip to Content link.
2.
Make sure the skip link becomes visible when you tab to it and set focus.
3.
Activate skip link using keyboard.
4.
Make sure keyboard focus has moved to the main content.
5.
Tab once more to make sure that focus has correctly moved to the main
content.
2.4.1
A
Understanding
SC 2.4.1
https://www.w3.org/TR/wai-aria-
practices/examples/landmarks/
main.html
Navigable
Page Titled:
Web pages have titles that describe
topic or purpose. (Level A)
Manual Only
Manual Testing
1.
Make sure
that each web page in a site has a unique and meaningful <title>
text that describes the topic or purpose of the page.
2.
Make sure there are no pages that incorrectly repeat the same title across
multiple pages or screens.
2.4.2
A
Understanding
SC 2.4.2
https://www.w3.org/TR/
WCAG20-TECHS/G88.html
Navigable
Focus Order:
If a Web page can be navigated
sequentially and the navigation sequences affect
meaning or operation, focusable components
receive focus in an order that preserves meaning
and operability. (Level A)
Keyboard Only
Keyboard Testing
1.
Navigate through all elements of the
website
using a keyboard
only.
2.
Activate all modal dialogs, menus, custom controls, widgets, and perform all
navigation sequences using keyboard alone.
3.
Make sure the focusable components receive focus in an order that preserves
meaning and operability.
2.4.3
A
Understanding
SC 2.4.3
Navigable
Link Purpose (In Context):
The purpose of each
link can be determined from the link text alone or
from the link text together with its
programmatically determined link context, except
where the purpose of the link would be ambiguous
to users in general. (Level A)
•
WAVE
•
Tota11y
Screen Reader
1.
Set
screen reader focus to every link on the page
.
2.
Make sure the accessible name spoken conveys a meaningful purpose of the
link to the screen reader user.
3.
Make sure
the purpose of each link or button can be determined based on its
label text alone or its label text together with its
programmatically determined
link context
.
Testing Tool
1.
Run testing tool on pages with links to check for meaningful Link Purpose.
2.
Make sure there are no "Suspicious link text" errors.
3.
Make sure there are no "Link text us unclear" errors.
2.4.4
A
Understanding
SC 2.4.4
Navigable
Multiple Ways:
More than one way is available to
locate a Web page within a set of Web pages
except where the Web Page is the result of, or a
step in, a process. (Level AA)
Manual Only
Manual Testing
1.
Make sure
there
are at least two of the following features available to locate a
page: Site Search, Site Map, Table of Contents, Related Pages Links, a List of
Links to All Pages, or All Pages Linked from Homepage.
2.4.5
AA
Understanding
SC 2.4.5
Navigable
Headings and Labels:
Headings and labels
describe topic or purpose. (Level AA)
Manual Only
Manual Testing
1.
Make sure that the text for all Headings and Labels meaningfully describe their
topic or purpose.
2.4.6
AA
Understanding
SC 2.4.6
http://pauljadam.com/demos/
headings.html
Navigable
Focus Visible:
Any keyboard operable user
interface has a mode of operation where the
keyboard focus indicator is visible. (Level AA)
Keyboard Only
Keyboard Testing
1.
Navigate through all elements of the
website
using a keyboard
only
and
make
sure
focus is always visible.
2.
Make sure the currently focused element is always visible on screen.
3.
Make sure the focus outlines and borders are visible and don't blend in with the
background or the focused element where they cannot be seen.
2.4.7
AA
Understanding
SC 2.4.7
http://pauljadam.com/demos/
focusvisible.html
F78: Failure of Success Criterion
2.4.7 due to styling element
outlines and borders in a way
that removes or renders non-
visible the visual focus indicator
Readable
Language of Page:
The default human language
of each Web page can be programmatically
determined. (Level A)
•
WAVE
•
Lang
Bookmarklet
•
aXe
•
HTML_CodeS
niffer
•
Web
Accessibility
Toolbar
•
a11yTools for
Safari
Testing Tool
1.
Run testing tool on pages to check for correct document language.
2.
Make sure that no "
Document language missing
" errors are discovered.
3.
Make sure that HTML document lang attribute value is set correctly for the
text language of the page.
3.1.1
A
Understanding
SC 3.1.1
http://www.spiegel.de
Readable
Language of Parts:
The human language of
each passage or phrase in the content can be
programmatically determined except for proper
names, technical terms, words of indeterminate
language, and words or phrases that have
become part of the vernacular of the immediately
surrounding text. (Level AA)
•
Lang
Bookmarklet
•
Web
Accessibility
Toolbar
•
a11yTools for
Safari
Testing Tool
1.
Run lang attributes testing tool on pages that have multiple languages.
2.
Make sure each part of the page in a different language has a lang attribute
with the correct value for that language.
3.
Make sure that no parts of the page in a different language is missing a lang
attribute.
3.1.2
AA
Understanding
SC 3.1.2
http://
www.freedomscientifi c.com/
training/Surfs-Up/
Languages.htm
Predictable
On Focus:
When any component receives focus,
it does not initiate a change of context. (Level A)
Manual Only
Manual Testing
1.
Set focus to
all user interface components
on the page.
2.
Make sure that setting focus does not
automatically cause a change of context
such as popup windows, loss of keyboard focus, or page reloading.
3.2.1
A
Understanding
SC 3.2.1
Predictable
On Input:
Changing the setting of any user
interface component does not automatically cause
a change of context unless the user has been
advised of the behavior before using the
component. (Level A)
Manual Only
Manual Testing
1.
Change the settings of all user interface components
on the page.
2.
Make sure that changing a setting does not
automatically cause a change of
context
such as popup windows, loss of keyboard focus, or page reloading.
3.
If a change of context occurs, make sure user has been advised of the
behavior before using the component.
3.2.2
A
Understanding
SC 3.2.2
Predictable
Consistent Navigation:
Navigational
mechanisms that are repeated on multiple Web
pages within a set of Web pages occur in the
same relative order each time they are repeated,
unless a change is initiated by the user. (Level
AA)
Manual Only
Manual Testing
1.
Navigate through all
pages in the website
and
make sure that site navigation
links and menus used on multiple pages occur in the same relative order and
location on each of the pages they're used
.
3.2.3
AA
Understanding
SC 3.2.3
F66: Failure of Success Criterion
3.2.3 due to presenting
navigation links in a different
relative order on different pages
Predictable
Consistent Identifi cation:
Components that
have the same functionality within a set of Web
pages are identifi ed consistently. (Level AA)
Screen Reader
Screen Reader
1.
Navigate through all
pages of the website
and
make sure
that the user
interface components are
spoken to the screen reader
consistently
.
2.
Make sure that the same UI component has the same accessible name
throughout the website.
3.
Make sure there are no UI components that have the same functionality but
use a different accessible name.
3.2.4
AA
Understanding
SC 3.2.4
F31: Failure of Success Criterion
3.2.4 due to using two different
labels for the same function on
different Web pages within a set
of Web pages
Input
Assistance
Error Identifi cation:
If an input error is
automatically detected, the item that is in error is
identifi ed and the error is described to the user in
text. (Level A)
•
WAVE
•
Forms
Bookmarklet
•
aXe
•
HTML_CodeS
niffer
•
Web
Accessibility
Toolbar
•
a11yTools for
Safari
Screen Reader
1.
Use the screen reader to tab to each form's submit button and trigger an
invalid form submission with blank and incorrect input values.
2.
Make sure the screen reader does not remain silent when form validation
errors display and the invalid inputs turn red.
3.
Make sure the screen reader announces a form error validation message.
4.
Tab through the invalid inputs and make sure the screen reader announces
their invalid state and speaks their programmatically connected error
messages.
Testing Tool
1.
Click on the submit button of each form to test invalid submissions with blank
and incorrect input values.
2.
Run accessibility testing tool on the form with visible errors.
3.
Make that red inputs have an aria-invalid="true" attribute value.
4.
Make sure that each visible error message is connected to the invalid input
using a valid aria-describedby ID attribute value association.
5.
Make sure there are no Broken ARIA reference errors.
3.3.1
A
Understanding
SC 3.3.1
http://pauljadam.com/
csunmobile/form-bad.html
http://pauljadam.com/
csunmobile/form-aria.html
Input
Assistance
Labels or Instructions:
Labels or instructions are
provided when content requires user input. (Level
A)
•
WAVE
•
Forms
Bookmarklet
•
aXe
•
HTML_CodeS
niffer
•
Web
Accessibility
Toolbar
•
a11yTools for
Safari
Screen Reader
1.
Use the screen reader to tab to each form input and control.
2.
Make sure the screen reader speaks the correct Label text.
3.
Make sure the screen reader speaks any instruction text e.g. input format
instructions.
Testing Tool
4.
Run accessibility testing tool on pages with form inputs and controls.
5.
Make sure there are no "Missing Label" errors.
3.3.2
A
Understanding
SC 3.3.2
http://pauljadam.com/
csunmobile/form-bad.html
http://pauljadam.com/
csunmobile/form-aria.html
Input
Assistance
Error Suggestion:
If an input error is
automatically detected and suggestions for
correction are known, then the suggestions are
provided to the user, unless it would jeopardize
the security or purpose of the content. (Level AA)
Manual Only
Manual Testing
1.
This success criterion applies
if
an input error is automatically detected and
suggestions for correction are known.
2.
Make sure
form error messages include
suggestions
for correct input
, unless it
would jeopardize the security or purpose of the content.
3.3.3
AA
Understanding
SC 3.3.3
Input
Assistance
Error Prevention (Legal, Financial, Data):
For
Web pages that cause legal commitments or
fi nancial transactions for the user to occur, that
modify or delete user-controllable data in data
storage systems, or that submit user test
responses, at least one of the following is true:
(Level AA)
1 Reversible:
Submissions are reversible.
2 Checked:
Data entered by the user is
checked for input errors and the user is
provided an opportunity to correct them.
3 Confi rmed:
A mechanism is available for
reviewing, confi rming, and correcting
information before fi nalizing the
submission.
Manual Only
Manual Testing
1.
This success criterion applies
to pages that
cause legal commitments, fi nancial
transactions, that modify or delete user-controllable data in data storage
systems, or submits user test responses.
2.
Make sure
that submissions are reversible, that the user can check the dat
a
for
input errors with a chance to correct them, or that information is reviewed,
confi rmed, and corrected before fi nalizing the submission.
3.3.4
AA
Understanding
SC 3.3.4
Compatible
Parsing:
In content implemented using markup
languages, elements have complete start and end
tags, elements are nested according to their
specifi cations, elements do not contain duplicate
attributes, and any IDs are unique, except where
the specifi cations allow these features. (Level A)
Note:
Start and end tags that are missing a critical
character in their formation, such as a closing
angle bracket or a mismatched attribute value
quotation mark are not complete.
•
aXe
•
HTML_CodeS
niffer
https://
validator.w3.org/
nu/
Testing Tool
1.
Run aXe or HTML_CodeSniffer on pages to test for Parsing errors.
2.
Make sure there are no "Duplicate ID Attribute" errors discovered.
3.
Run the page or code through the HTML5 Validator.
4.
Make sure there are no elements missing end tags or not nested according to
their specifi cations.
4.1.1
A
Understanding
SC 4.1.1
https://validator.w3.org/nu/
Compatible
Name, Role, Value:
For all user interface
components (including but not limited to: form
elements, links and components generated by
scripts), the name and role can be
programmatically determined; states, properties,
and values that can be set by the user can be
programmatically set; and notifi cation of changes
to these items is available to user agents,
including assistive technologies. (Level A)
Note:
This success criterion is primarily for Web
authors who develop or script their own user
interface components. For example, standard
HTML controls already meet this success criterion
when used according to specifi cation.
•
WAVE
•
aXe
•
HTML_CodeS
niffer
Screen Reader
1.
Set
screen reader
focus to all user interface components including form
elements, links, and JavaScript widgets
2.
Make sure
that the accessible name spoken makes sense, and that the
element has correct role, state, and value.
3.
Make sure
the role spoken (link, button, etc.) correctly matches the
functionality of the element.
4.
Make sure
the state of the element is spoken.
e
.g. expanded/collapsed/
dimmed/disabled.
5.
Make sure
the value of an adjustable element is
correctly spoken e.g. "70
%
"
on a slider
.
Manual Testing
1.
Right-Click on each user interface component to test and select Inspect
Element to view the HTML code using browser developer tools.
2.
Make sure the control has a correct accessible name, role, state, and value
defi ned as accessibility attribute properties on the UI component.
Testing Tool
1.
Run accessibility testing tools on pages with user interface components to
test e.g. form elements, links, and custom controls.
2.
Make sure there are no "Missing Accessible Name" errors.
4.1.2
A
Understanding
SC 4.1.2
