Learn how to write web content that lowers barriers for people with disabilities, and in the process, benefits everyone.
Presented at Vancouver Experience Meetup Group (VanUE) in May 2021 by Farah Hirani.
3. 1. How much do you know about designing for digital
accessibility?
2. Are you actively involved in the implementation of digital
accessibility at your organization in your current role?
3. How far along is your organization to having an accessible
website?
Quick poll
5. “Web accessibility means that websites, tools, and
technologies are designed and developed so that people with
disabilities can use them. More specifically, people can:
• perceive, understand, navigate, and interact with the Web
• contribute to the Web”
6. “Accessibility is the practice of making your websites usable
by as many people as possible.
• You might also think of accessibility as treating everyone the
same, and giving them equal opportunities, no matter what
their ability or circumstances.”
7. • Auditory
• Cognitive, learning, and neurological
• Physical
• Speech
• Visual
Really great resource from W3C
https://www.w3.org/WAI/people-use-web/abilities-
barriers/
Diverse abilities and barriers
10. In the US, 26% of adults have a disability.
26%
11. • Be visible or invisible
• Be permanent, temporary, episodic
• Exist in varying degrees
• Change over time
• Be recognized or not
Disabilities can…
17. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information
18. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information
20. Poor on-page organization
• Title and headings are
there
• But they aren’t descriptive
or informative
• Are confusing
21. • People using screenreader’s must tediously read every word.
• Users with cognitive or learning disabilities may not find and
understand content.
• Users with limited short-term memory may need descriptive
headings.
Impact of poor content organization
22. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information
24. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information
25. • This is 2 sentences
• Both “very hard to read”
• Post-graduate readability
level
Complex, difficult writing
27. • Users with cognitive or learning disabilities may not understand
content and context.
• Complex language can be a source of frustration, wasted time,
and energy for these users.
• Some won’t be able to overcome these barriers.
Impact of complex writing
28. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information
29. Poor link text
• Not helpful out of context
• Don’t demonstrate
purpose or destination
• Don’t warn that will open in
new page
• Inconsistent phrases for
same purpose
30. • Links can’t be easily “clicked” using
speech input.
• Links can’t be scanned effectively by
screenreader and keyboard-only
users.
• Screenreaders also read entire link.
Impact of unclear link text
42. 2.4.2 Page titles
Web pages have titles that describe topic or
purpose.
2.4.10 Section headings
Section headings are used to organize the
content.
2.4.6 Headings & labels Headings and labels describe topic or purpose.
43. • Technically already meets
this standard
• “Appeals” is topic, but isn’t
meaningful to users
• Could be better
2.4.2 Page titles
Web pages have titles that
describe topic or purpose.
Example 1: BC Assessment
44. • Must represent page’s topic accurately
• Most unique/relevant info first
• Accurate, brief, unique
• For task-based pages, start with
action verb ending in “ing”
• Use SEO keywords if/when
appropriate
• 60-70 characters max
Tips for
creating
effective
titles
45. New title Disagreeing with your assessed property value
• Must represent page’s topic accurately
• Most unique/relevant info first
• Accurate, brief, unique
• For task-based pages, start with action verb ending in “ing”
• 60-70 characters max (it’s 45 characters)
• Use SEO keywords if/when appropriate
?
46. Example 1: BC Assessment
• No headings
• Does not meet this
standard
2.4.10 Section
headings
2.4.6 Headings &
labels
47. Tips for
creating
effective
section
headings
• One topic per heading or subheading
• Descriptive, indicates what’s below
• Most important words first
• Avoid generic or clever headings
• Use H1-H6 tags
• Use parallel structure
• Keep it concise
48. New structure
Disagreeing with your assessed property value
H1
Step 1: Review your property information for accuracy
H2
Step 2: Contact us to discuss your concerns
H2
Step 3: File a formal appeal (due: February 1, 2021)
H2
Step 4: Prepare for your appeal hearing
H2
Step 5: File a second level appeal (due: April 30, 2021)
H2
49. Example 1: BC Assessment
• Bullets aren’t mentioned in
WCAG
• Used correctly, they
improve user experience
WCAG standard None
50. • Bullet lists instead of inline lists
• Bullet lists for related items
• Numbered list when number matters
• Parallel structure for list items
• Different bullet type for nested lists
• Separate longer lists
Tips for
using
bullet
lists
51. Before
Prior to filing a complaint (appeal), use Assessment Search to
review your assessment and sales of similar properties to ensure
your assessment is accurate. If you still have concerns, we
encourage you to contact us before submitting an official Notice
of Complaint (Appeal).
After
Step 1: Review your property assessment information for
accuracy
Log in to Assessment Search to learn more about your property
assessment, including:
• How we assessed your property.
• What information we have on file.
• How your property value compares to similar properties in
your area.
54. Example 2: McGill University
• For grad & postdoc students
• Provides resources
• Great page structure
55. Example 2: McGill University
• For grad & postdoc students
• Provides resources
• Great page structure
56. Example 2: McGill University
• For grad & postdoc students
• Provides resources
• Great page structure
57. Example 2: McGill University
• For grad & postdoc students
• Provides resources
• Great page structure
58. • Page title
• Section heading ?
Example 2: McGill University
59. • Page title
• Section heading ?
Example 2: McGill University
60. • Page title
• Section heading ?
Example 2: McGill University
61. ?
• Page title
• Section heading
• Writing is unclear
Example 2: McGill University
62. ?
• Page title
• Section heading
• Writing is unclear
Example 2: McGill University
63. ?
• Page title
• Section heading
• Writing is unclear
• Readability level: grade 11
Example 2: McGill University
64. ?
• Page title
• Section heading
• Writing is unclear
• Readability level: grade 11
• Writing: “them”-centric
Example 2: McGill University
65. 2.4.2 Page titles
Web pages have titles that describe topic or
purpose.
2.4.6 Headings & labels Headings and labels describe topic or purpose.
2.4.4/2.4.9 Link purpose Purpose of link is clear from the link text alone.
66. 3.1.3 Unusual words
Define words/phrases used in an unusual or
restricted way, including idioms and jargon.
3.1.4 Abbreviations Define abbreviations.
3.1.5 Reading level
Text should require reading ability at or below
grade 8, or have supplemental content.
67. • Page title
• Sections headings are
unclear
2.4.2 Page titles 2.4.6 Headings & labels
Example 2: McGill University
71. • Links should make sense
out of context
• Could be more descriptive
2.4.4/2.4.9 Link purpose
Example 2: McGill University
72. • Links should make sense
out of context
• Could be more descriptive
2.4.4/2.4.9 Link purpose
Example 2: McGill University
73. • Use sparingly to minimize distraction
• Concise and descriptive language
• As short as possible
• Should make sense out of context
• Be consistent
• No URLs or “link to”
Tips for
descriptive
link text
74. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after
75. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after
76. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after
77. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after
78. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after
79. • No unusual words
3.1.3 Unusual words
3.1.5 Reading level
3.1.4 Abbreviations
Example 2: McGill University
80. • No unusual words
• Abbreviations handled
correctly
3.1.3 Unusual words
3.1.5 Reading level
3.1.4 Abbreviations
Example 2: McGill University
81. • No unusual words
• Abbreviations handled
correctly
• Readability level: Grade 11
3.1.3 Unusual words
3.1.5 Reading level
3.1.4 Abbreviations
Example 2: McGill University
82. • Shorter words and simple sentences
• 6-8 grade reading level
• Active voice instead of passive voice
• User-focused approach
• Research is your friend
• Most important information first
Tips for
user-
focused,
plain
language
90. Getting started with accessibility: Next steps
Web
accessibility
first aid
Sustain
Implement
Plan
Initiate
Really great resource from W3C
https://www.w3.org/WAI/planning-and-managing/
91. • Designing for accessibility is about designing content to be
flexible.
• Lowers barriers for the 1 in 5 people with disabilities.
• Also allows access for people experiencing ability barriers.
Re-cap
92. Make your content easier to understand by:
• Organizing it with effective titles, headings, and bullet lists.
• Writing it using user-focused plain language.
• Making sure link text is descriptive and makes sense out of
context.
Re-cap
94. “The one argument for accessibility that doesn’t get made
nearly often enough is how extraordinarily better it makes
some people’s lives.
How many opportunities do we have to dramatically
improve people’s lives just by doing our job a little better?”
― Steve Krug
Author of Don’t Make Me Think:
A Common Sense Approach to
Web Usability