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Unsers zentrales Anliegen ist es, Barrierefreiheit als grundlegendes Prinzip des Lernens zu verankern. Dabei geht es nicht um einzelne Anpassungen oder Ausnahmen, sondern um eine konsequent barrierearme Gestaltung von Lernprozessen von Anfang an. Lernen soll so aufgebaut sein, dass Menschen mit ganz unterschiedlichen Voraussetzungen – mit sichtbaren und nicht sichtbaren Behinderungen, mit neurodiversen Lernweisen, chronischen Erkrankungen oder temporären Einschränkungen – selbstbestimmt, gleichberechtigt und ohne zusätzliche Hürden teilnehmen können.

Barrierefreies Lernen bedeutet für uns, Zugänge zu schaffen: methodisch, didaktisch, kommunikativ und organisatorisch. Es bedeutet, Vielfalt nicht nachträglich zu berücksichtigen, sondern als Ausgangspunkt für Lernkonzepte zu nutzen. Ziel ist eine Lernkultur, in der Teilhabe selbstverständlich ist und niemand erklären oder rechtfertigen muss, warum sie oder er Unterstützung benötigt.

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Ich bin EU Trainerin/Coach und Expert und verfüge über ein umfangreiches Repertoire an Trainerinnen-Qualifizierungen/Zertifizierungen, die mir eine große Methodenvielfalt erlauben.

Qualifiziert/Zertifiziert bin ich, unteranderem, als Facilitator für Online- und Präsenz-Lernen, wo ich mit unterschiedlichen Methoden: 'Training from the Back of the Room', 'LEGO® Serious Play®', 'sytemisches Konsensieren', 'Training of Human Rights' und 'Suggestopedia', arbeite.

In meiner langjährigen Präsenz-/Online-Tätigkeit habe ich erfolgreich verschiedene Seminarformen, Workshops, Projekte und Coaching Sessions für einzelne Menschen und Gruppen aus der Wirtschaft, der Verwaltung sowie dem Europarat geplant, durchgeführt und mit verantwortet.

pw-dolphin@online.de

https://www.linkedin.com/in/petra-warman-8a60712a/

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Selbstbestimmend und

Etwas ist dann barrierefrei, wenn Menschen mit und ohne Behinderung es in allgemein üblicher Weise nutzen können.

Barriere bedeutet Hindernis. Für behinderte Menschen bedeutet Barrierefreiheit also zum Beispiel, dass sie

ohne Hindernisse alle Häuser und alle Wege benutzen können,

ohne Hindernisse Geldautomaten, Handys und das Internet nutzen können,

ohne Hindernisse Briefe, Zeitungen und andere Texte verstehen können und ohne Hindernisse in die Schule, zu Konzerten oder Ärzte und Ärztinnen gehen können.

(© Bundeszentrale für politische Bildung)

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Seit 25 Jahren bilde ich Trainer:innen, Coaches und Fachreferierende aus mit den folgenden Schwerpunkten: Live Online Training, Hybrid-Training, Präsenztraining, Online- und Business Moderation, Online Meeting, Blended Learning Design.

Ich bin Buchautorin (z. B. "Online Trainings und Webinare", Beltz Verlag, 2. Aufl. 2021 und "Hybride Trainings und Workshops gestalten", Beltz Verlag, 2023...)

Ehrenamtlich engagiere ich mich als Vorstand "Digital" im GABAL e.V.; als Gründungsmitglied im Expertenrat für Digitale Etiquette und bei den Aktiven Bergischen Unternehmerinnen.

Kontakt: www.ingageisler.de und www.linkedin.com/in/ingageisler-live-online-trainerin/

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Selbstbestimmt unterwegs: Wie Ihre Berlin-Reise zum barrierefreien Erlebnis wird

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EU -„Strategie für die Rechte von Menschen mit Behinderungen 2021-2030“

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Barrierefreie Website: Einfacher für alle Menschen

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Barrierefreie Website: Einfacher für alle Menschen

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Mit einer barrierefreien Website machen Sie es allen Menschen möglich, Ihre Web-Angebote uneingeschränkt zu nutzen. Jetzt für Barrierefreiheit einsetzen!

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Deutschland -Gesetz zur Gleichstellung von Menschen mit Behinderungen (Behindertengleichstellungsgesetz - BGG)

Vorteile für Menschen mit Behinderungen und ältere Menschen:

größeres Angebot an barrierefreien Produkten und Dienstleistungen

barrierefreie Produkte und Dienstleistungen zu wettbewerbsfähigeren Preisen

weniger Hindernisse beim Zugang zu Verkehrsmitteln, Bildung und offenem Arbeitsmarkt

mehr Arbeitsplätze mit Anforderungen an Fachwissen im Bereich Barrierefreiheit

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Barrierefreiheitsstärkungsgesetz

Gesetz zur Verpflichtung zur digitalen Barrierefreiheit für den Privatsektor, der sich an Endverbraucher und Endverbraucherinnen richtet.

Meines Erachtens fordert das BFSG alle Unternehmen, die Lernplattformen herstellen oder zur Verfügung stellen, auf, digitale Barrierefreiheit zu berücksichtigen. Für uns ist es wichtig auf barrierefreien Content zu achten.

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Aufzeichnung vom GABAL Webtalk: Was ich jetzt über das BFSG wissen muss

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Aufzeichnung vom GABAL Webtalk: Was ich jetzt über das BFSG wissen muss

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Ab dem 28. Juni 2025 wird digitale Barrierefreiheit Pflicht – das BFSG betrifft viele Unternehmen in der Privatwirtschaft! Peter Sörgel, www.sozialinformatik-soergel.de, Fachmann für digitale Barrierefreiheit, führt uns durch die wichtigsten Punkte des Gesetzes. Im GABAL Webinar geht es darum, einschätzen zu können, was ich selbst verändern kann und bei welchen Aspekten der digitalen Barrierefreiheit es besser ist, sich Hilfe zu holen bzw. welche Ressourcen aufgebaut werden müssen, damit die Verpflichtungen zur digitalen Barrierefreiheit erfüllt werden können.

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Ich bin Podcast-Trainerin und Autorin. Ich unterstütze meine Kundinnen und Kunden bei Ihrem Podcast-Projekt. Egal, wo sie gerade stehen.

Mehr über mich und meine Arbeit auf: https://audiobeitraege.de

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Deine Inklumojis - Vielfalt, die kleben bleibt

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Barrierefreiheit in der Contentproduktion_Interview Fischer, Knoblauch & Co.

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Barrierefreiheit in der Contentproduktion_Interview Fischer, Knoblauch & Co.

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München, November 2024 - Gemeinsam mit Experten beleuchtete Fischer, Knoblauch & Co kürzlich in einem Webinar der Reihe “Inside E-Learning” die Bestimmungen des Barrierefreiheitsstärkungsgesetzes, das Mitte nächsten Jahres in Kraft tritt und erklärte, was “barrierefreier Content” wirklich bedeutet. Um die Tragweite der Vorschriften zu verdeutlichen, fragte CHECK.point eLearning bei Guy Fischer und Gina Drost nach.  » MEHR

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Ich bin Belgierin aber wohne seit Juli 2014 in Frankreich.

Ich bin zertifierte Trainerin für SIX BRICKS und DUPLO Play and Learn. Ich biete Schulungen und Workshops in Frankreich, der Schweiz, Luxemburg und Belgien an -sowohl auf Französisch als auch auf Niederländisch, meiner Muttersprache.

Zertifizierte Trainerin :

Erste französischsprachige Trainerin für SIX BRICKS und DUPLO Play and Learn.

Erste niederländischsprachige Trainerin für SIX BRICKS und DUPLO Play and Learn in Flandern.

Seit August 2024 bin ich zudem Botschafterin der LEGO Braille Bricks in Frankreich. Ab Mitte Dezember werde ich Fachkräfte, die mit sehbehinderten oder blinden Kindern arbeiten, im Umgang mit "LEGO Braille Steinen" schulen.

Berufserfahrung :

Ich bin ausgebildete Sonderpädagogin mit umfangreicher Erfahrung :

15 Jahre Arbeit in einer spezialisierten Schule in Flandern mit Kindern mit Autismus (TSA), ADHS, DYS-Störungen und hochbegabten Schülern.

Fast 10 Jahre Tätigkeit in einem SESSAD (Sonderpädagogisches Unterstützungs-und Beratungszentrum) in Frankreich mit Schülern, deren Lehrern, Familien und anderen Partnern.

Meine Arbeit mit LEGO :

Seit 2008 nutze ich LEGO-Bausteine, um Lerninhalte zu vermittlen.

2017 habe ich SIX BRICKS entdeckt und begonnen, dieses Konzept in meinen pädagogischen Sitzungen zu integrieren. Dabei habe ich neue Aktivitäten entwickelt, die Schüler und Lehrer gemeinsam anwenden können.

2019 gründete ich mein Unternehmen "Royaume des Briques" (Königreich der Steine), das Workshops, Ferienprogramme und Geburtstagsfeiern rund um DUPLO, LEGO und SIX BRICKS organisiert.

Angebote :

Ich biete ein breites Spektrum an Präsenz- und Online-Trainings, um Kinder, Lehrer und Fachkräfte dabei zu unterstützen, durch spielerisches Lernen neue Kompetenzen zu entwickeln und zu fördern.

www.royaumedesbriques.fr (Workshops + DUPLO Play and Learn Training)

www.sixbricks.fr (SIX BRICKS Training)

www.linkedin.com/in/ilse-vaesen-b5664918b

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Ich bin freiberufliche Dozentin an Fernlehrinstituten, Live-online und Präsenz. Die Teilnehmenden sind erwachsene Studierende, von 18 bis 60 Jahren. Themenschwerpunkte sind BWL, Prüfungsvorbereitung für IHK-Abschlüsse und Zeitmanagement. Aktuell befasse ich mich selbst mit KI in der Hochschullehre und Wirtschaftspädagogik.

Zudem betreue ich als Online-Tutorin Hausarbeiten und schreibe Texte für Studienbriefe der Fernlehrinstitute.

https://www.neumannangelika.info/

Eine Herzensangelegenheit sind mir die Themen Respekt, Wertschätzung, Toleranz und Achtsamkeit im täglichen Miteinander, insbesondere auch im digitalen Raum.

Daher möchte mich auch für die Barrierefreiheit bei digitalen Angeboten einsetzen.

Kontakt: an@neumannangelika.info

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Barrierefreie Veranstaltungen

Bei der Planung und Durchführung barrierefreier Veranstaltungen gilt es, auf die verschiedenen Beeinträchtigungen von Menschen einzugehen. Im Fokus sind hierbei die Räume, die Gestaltung von Dokumenten und Präsentationen sowie Medien aber auch die Ermöglichung von Gebärden- bzw. Schriftdolmetscher*innen. Im Folgenden verlinken wir auf verschiedene Checklisten zur Organisation von barrierefreien Veranstaltungen.

PS: Vergessen Sie bitte nicht das Wasser für den Blindenhund.

Die Bundesfachstelle für Barrierefreiheit veröffentlichte im August 2021 erstmals einen Vergleich der Barrierefreiheit von neun gängigen Web- oder Videokonferenz-Programmen auf ihrer Website. Da sich die Tools permanent ändern und sich auch bezüglich ihrer Barrierefreiheit verbessern, hat die Bundesfachstelle die tabellarische Übersicht aktualisiert (Stand Juni 2022).

Im achten Podcast potenziaLLL spricht wb-web mit Herrn Vogl und Herrn Heider von dem Projekt "Erwachsenenbildung barrierefrei". Ziel des Projektes ist einerseits die Teilhabe von Menschen mit Beeinträchtigungen an Angeboten der Erwachsenen- und Weiterbildung andererseits der Einsatz von Menschen mit Beeinträchtigung als Lehrpersonen in Kursangeboten der Erwachsenen- und Weiterbildung. Während Sebastian Vogl im Podcast seine Sicht als Projektleiter schildert, berichtet Jürgen Heider aus der Perspektive eines Teilnehmenden.

Zum Podcast

e-teaching.org, ein Angebot des Leibniz-Instituts für Wissensmedien (IWM), stellt auf der Themenseite „Barrierefreie digitale Hochschullehre" eine umfangreiche multimediale Sammlung mit Anregungen zum Abbau von Barrieren beim Lehren und Lernen vor. Diese Anregungen lassen sich auf das eigene digitale Lehrangebot übertragen.

Passendes Material

Barrierefreie Materialien

Serife oder Grotesk - die Experten sind sich uneins, um es vorweg zu nehmen. So werden Sie in den folgenden Handlungsempfehlungen beide Vorschläge finden. Der Styleguide der Bundesregierung gibt eine anschauliche Beschreibung, was eine Schrift für welchen Zweck leisten muss und welche Schriften mit und ohne Serife hierfür von dem Deutschen Blinden- und Sehbehinderten-Verband e.V. bevorzugt werden.

Die Schriftart soll " das Lesen des Inhalts nicht erschweren, den Leser verlangsamen, die Unterscheidung zwischen Buchstaben erschweren oder unnötige visuelle Schnörkel enthalten, die den Nutzen der Schriftart beeinträchtigen" ( Affde.com 2020).

In dem Podcast "Bitte mehr Verständlichkeit: Christiane Maaß und die Forschungsstelle Leichte Sprache" erläutert die Wissenschaftlerin, warum z. B. verschachtelte Sätze zum einen unnötig sind und zum anderen wie diese elegant umschifft werden können.
Hören Sie hinein.

Passende Materialien

Video: Universität Potsdam (2020) . Erstellung barrierefreier PDF .

Video: Universität Potsdam (2020). Erstellung barrierefreier PowerPoint-Präsentationen.

Barrierefreie Webangebote

Für hundert Prozent ist ein barrierefreies Webdesign hilfreich, für dreißig Prozent notwendig und für zehn Prozent unerlässlich. Aktion Mensch stellt auf der Webseite " Barrierefreies Webdesign" einen Schnelltest für die eigene Webseite zur Verfügung.

Passendes Material

Dem Thema Barrierefreiheit kommt im Online-Bereich und in den digitalen Medien eine wachsende Bedeutung zu. Um dies im Zusammenhang mit einer Online-bzw. Computernutzung zu verdeutlichen, zeigte Simone Lerche beispielhaft einige spezifische Nutzertypen und ihre damit verbundenen spezifischen Anforderungen an Barrierefreiheit auf:

Nutzertyp Beispiel-Barriere(n) :

Nutzende mit Seheinschränkungen: schlechter Kontrast, unpassende Farbeinstellung, unpassende Schriftgröße

Nutzende mit Lernschwierigkeiten: schwere Sprache, Zeitbegrenzungen, unklare Fehlermeldungen, unklare Navigation

Blinde Nutzende: Keine oder unzulängliche Tastaturbedienbarkeit, fehlende HTML-Strukturierung, fehlende Auszeichnung für Grafiken und Abkürzungen im Text

Nutzende mit Höreinschränkungen: Fehlende Untertitelung von Audiobeiträgen/Videos

Diese unterschiedlichen Nutzeranforderungen machen die Notwendigkeit entsprechender Anpassungen zur Überwindung derartiger Barrieren deutlich. Die Barrierefreiheitsanforderungen basieren auf dem internationalen Standard, den Web Content Accessibility Guidelines (WCAG), denen für öffentlich getragene oder finanzierte Online-Projekte auch die nationale und europäische Gesetzgebung in weiten Teilen folgt.

Quelle: Lerche, S. (2018). Barrierefreie Webangebote gestalten. Präsentation.

Aktion Mensch stellt zu dem Thema Barrierefreiheit umfangreiche Materialien zur Verfügung. So finden Sie auf der Webseite

Das Angebot Einfach für Alle der Aktion Mensch hält umfassende Informationen z.B. zur Gestaltung von Tagged PDF, barrierefreien Webseiten etc. vor.

Die Bundesfachstelle Barrierefreiheit bietet auf ihrer Webseite aktuelle Entwicklungen zum Thema Barrierefreiheit an, sowie Fachwissen und unter dem Stichwort „Presse und Service" hilfreiche Veröffentlichungen wie Handreichungen und Checklisten. Zur Planung und Organisation von Veranstaltungen in Präsenz oder Online bietet die Bundesfachstelle eine umfangreiche Informationssammlung u.a. mit

· Handreichungen

· Checklisten

· Broschüren

· Jahresreporte

Das Bundeskompetenzzentrum Barrierefreiheit e.V. ( BKB) ist ein privater Zweckverband von derzeit 15 bundesweit tätigen Sozial- und Behindertenverbänden. Ziel ist es, barrierefreie Standards im Internet durchzusetzen und damit die gesetzlichen Vorgaben des Bundesbehindertengleichstellungsgesetzes BGG voranzutreiben.

Der Deutsche Blinden- und Sehbehindertenverband e.V. ( DBSV) engagiert sich zu dem Thema Barrierefreiheit unter anderem in folgenden Bereichen für Barrierefreiheit (Auswahl):

Kommunikation (> leserlich.info s.u.)

Digitalisierung

Bücher

Auf der Webseite leserlich.info wird ein Kommunikationsdesign für Menschen mit und ohne Sehbehinderung diskutiert und vorgestellt. Die Seite möchte vorhandene Konzepte in Handlungsempfehlungen übersetzen. Dazu stellen die Anbieter ihr Wissen in fünf Themen zusammen:

Weitere hilfreiche Informationen finden Sie unter leserlich.info.

Der Dachverband stellt auf seiner Webseite u.a. Informationen zur Gebärdensprache und deren Erwerb sowie Dolmetschernetzwerke zur Verfügung und verlinkt auf diverse Verbände. Unter dem Punkt " barrierefreier Service" findet man u.a. Dolmetscherzentralen und weitere Hilfsmittel.

Zur Ermöglichung der Barrierefreiheit und der sozialen Teilhabe stellt der Verband ein E-Learning-Angebot "Deutsche Gebärdensprache" zur Verfügung.

Das Programm wurde von staatlich geprüften Gebärdensprachdozent*innen konzipiert und wird von diesen durchgeführt und begleitet. Die Kursstruktur und die Inhalte orientieren sich am Gemeinsamen Europäischen Referenzrahmen für Fremdsprachen (GER). Derzeit werden kostenpflichtige Kurse für Deutsche Gebärdensprache in den Stufen A1 und A2 angeboten. Weitere Informationen gibt es auf der Webseite www.manimundo.de.

Personen mit Behinderungen oder Beeinträchtigungen benötigen häufig Hilfestellungen und Informationen, um Zugang zu (Erwachsenen-)Bildung zu bekommen bzw. daran teilnehmen zu können. Das Dossier Barrierefreie Erwachsenenbildung stellt Beispiele vor, wie Barrierefreiheit in der Praxis umgesetzt werden kann - vom Bildungsangebot über die Weiterbildung von MitarbeiterInnen bis zur Präsentation nach außen. Außerdem bietet es einen Überblick über gesetzliche Grundlagen und die Geschichte der inklusiven Bildung.

Das Portal für digitale Barrierefreiheit stellt auf seiner Webseite eine Reihe von Hilfsmitteln wie ein Handbuch Barrierefreie PDF zum Download zur Verfügung. Das Spektrum des Angebots umfasst

Barrierefreies Internet

PDF

sowie Prüfung von Webdesigns hinsichtlich der Barrierefreiheit.

Hier geht es zum Angebot des Barrierekompass.

Der Deutsche Bildungsserver veröffentlichte zur Woche des Sehens 2023 das Dossier "Sehbehinderung / Blindheit". "Was bedeutet es (hochgradig) sehbehindert oder blind zu sein? Wie entstehen Sehbehinderungen und welche Formen gibt es? Welche Einrichtungen und Organisationen vertreten die Interessen von Betroffenen und bieten Unterstützung an? Die folgende Linksammlung bietet grundlegende Informationen zum Thema.

Mit Filmen und Online-Spielen, die im Rahmen der Woche des Sehens angeboten werden, kann die Situation von sehbehinderten und blinden Menschen nachempfunden werden" (Deutscher Bildungsserver, 2023).

Quelle: Deutscher Bildungsserver (2023). Dossier Sehbehinderung / Blindheit.

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Wie gelingt die Gestaltung eines barrierefreien Bildungsangebots? In der Dossierfolge erhalten Sie Anregungen und Handreichungen für die Planung, Durchführung und Dokumentation Ihres barrierefreien Kursangebots.

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mit Download

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Susanne Witt Deutsches Institut für Erwachsenenbildung Redaktion

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Wie gelingt es, eine barrierefreie Präsentation zu erstellen? Tipps und Tricks um Menschen mit Beeinträchtigungen einzubeziehen.

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Barrieren digitaler Teilhabe erkennen und überwinden

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Barrieren digitaler Teilhabe erkennen und überwinden

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mit Download

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Barrieren digitaler Teilhabe erkennen und überwinden

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Revolution in der digitalen Barrierefreiheit: Eye-Able® erhält 20 Millionen Euro Finanzierung

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Ein großer Erfolg für ein Start-up mit einer wegweisenden Vision: Eye-Able®, das deutsche Software-Unternehmen für barrierefreie Websites, hat eine Series-A-Finanzierung in Höhe von 20 Millionen Euro erfolgreich abgeschlossen – die bisher größte in Europa für ein inklusives Geschäftsmodell. Dieser Meilenstein unterstreicht die Bedeutung digitaler Barrierefreiheit und markiert einen Wendepunkt in der Gründungslandschaft.

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Ein Hallo in die Runde, freue mich auf den Austausch und das Entwickeln von guten Lösungen. In meinen Trainings und Ausbildungen hatte ich viele unterschiedliche Herausforderungen für Teilnehmende entdecken können: von Rechen- und Schreibschwäche über körperliche, sprachliche und psychische Einschränkungen. Meiner Selbständigkeit gehe ich seit 33 Jahren nach und bin im Berufsverband BDVT organisiert und dort Prüferin für die Zertifizierung von Coaches und Trainer:innen bundesweit. Ich bin im b2b-Geschäft unterwegs und verknüpfe Aufsichtsrecht - Betriebswirtschaft - Psychologie. Ihr findet mich hier: www.herdin-training.de

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Lego Braille Bricks bietet eine fantstische Möglichkeitzu jeder benötigten Zeit die Braille Schrift zu erlernen.

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Recherchen zu „Bildung von Menschen mit Behinderung" weltweit

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Transfermanagement – gute Ideen erfolgreich umsetzen

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Lego - Minifiguren_Menschen mit Behinderung

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Lego - Minifiguren_Menschen mit Behinderung

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In den letzten 2 Jahren hat Lego Minifiguren entwickelt, die auch Menschen mit Behinderung darstellen. Hier ist der Grundgedanke, "Heldengeschichten". Kinder und Menschen mit Behinderungen können sich mit den Figuren (Lego/reale Menschen) identifizieren.

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Leichte Sprache - Übersicht von Siegel. Quelle: beratungsstelle barrierefreiheit

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Leichte Sprache - Übersicht von Siegel. Quelle: beratungsstelle barrierefreiheit

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Welche Logos und Siegel für Leichte Sprache gibt es und wofür stehen sie?

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Es gibt eine Vielzahl von Logos und Siegeln für Leichte Sprache. Doch wofür stehen sie genau? Ein Überblick.

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Auszeichnen lassen als engagierte Akteure

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Auszeichnen lassen als engagierte Akteure

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Bayern fördert mit einem Signet

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Jetzt bewerben fürs Signet „Bayern barrierefrei" und ein Zeichen setzen, dass Teilhabe am gesellschaftlichen Leben ermöglicht wird.

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Kompletter Leitfaden für Trainierende zum Herunterladen

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E-Learning - Leitfaden für Trainer*innen und Kursleitende

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Gemeinsames digitales Lernen: Kurs von Anfang an barrierefrei planen und mit Methoden wie Training Session Outline aufbauen.

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Barrierefreiheit praktisch umsetzen German UPA

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Barrierefreiheit praktisch umsetzen German UPA

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Aus 2019 mit praktischen Hinweisen und Bezug zu Usability

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Hallo in die Runde. Ich freue mich hier zu sein.

Ich bin:

Barrierefreiheit

Spezialist für digitale Barrierefreiheit und habe mich gerade beim IAAP DACH für das Zertifikat "CPACC" angemeldet.

Nicht Barrierefreiheit

Agiler Coach (IHK)

Scrum Master im Public Sector

systemischer Coach

Hypnose Practitionar und bald Master

Ich arbeite als

Hauptberuflich als Agiler Coach im Public Sector

Themenverantwortlicher Barrierefreiheit bei msg systems ag

mach erste Gehversuche als Hypnose systemischer Coach im privaten Umfeld

An der digitalen Barrierefreiheit begeistert mich die Chance Menschen mit Behinderung die Möglichkeit einzuräumen sich mehr an unserer Gesellschaft zu beteiligen. Deswegen war es mir auch immer wichtig mit Menschen mit Behinderung zu dem Thema zu arbeiten beispielsweise als CIO von netscouts gGmbH einer Tochterfirma des Vereins für Menschen mit Körperbehinderung in Nürnberg. Leider gibt es nstscouts gGmbH nicht mehr und auch ich bin weiter gezogen und konnte mich noch einmal an der Gründung einer Inklusionsfirma (msg.BiN) beteiligen. msg.BiN ist aktuell eine solide Cross Abteilung innerhalb der msg group geworden, so dass ich mich jetzt wieder um agiles Coaching bemühe und aber gern meine Erfahrung für digitale Barrierefreiheit gerne einbringe, wo ich kann. Für msg systems eben als Mitglied des Arbeitskreis Barrierefreiheit bei der bitkom und als Mitglied des IAAP DACH. Als Themenverantwortlicher Barrierefreiheit beschäftige ich mich mit Fragen wie: "wie kann digitale Barrierefreiheit von Anfang an berücksichtigt werden, also Software Entwicklung, Erstellung von Dokumenten und anderer Mediendateien wie Videos oder Bilder (Farbkontraste, etc.)". Des weiteren interessiert mich die Frage, wie der Automatisierungsgrad für digitale Barrierefreiheit gesteigert werden kann (KI)? Wie kann digitale Barrierefreiheit Schrittweise angeboten werden, so dass sie die Entwicklung nicht aufhalten wird.

Ein Meilenstein meiner Arbeit als Themenverantwortlicher Barrierefreiheit war ein Schulungsrahmenvertrag für digitale Barrierefreiheit bei der Bundesagentur für Arbeit (5 Tage Schulung: 1x gesetzliche Lage und die Situation der behinderten Menschen in Deutschland, 1x Barrierefreie Dokumente, 3x Praxis Schulung für Webentwickler). Die besondere Erfahrung was getan werden muss für die Teilhabe von Menschen mit Behinderung, die mich seither prägt.

Praktisch bin ich in der Lage "IKT" (Websites, APPs oder PDF) auf Barrierefreiheit zu testen, aber dafür bleibt mir gerade nicht mehr so viel Zeit :-).

Ich freue mich besonders hier dabei sein zu dürfen, weil ich glaube, dass die digitale Barrierefreiheit kein Thema sein wird bei dem wir uns reich machen. Es dient aus meiner Sicht rein für Inklusion und das kostet Geld.

Und so freue ich mich, dass ich hier dabei sein darf ohne den Druck mit dem Thema Geld verdienen zu müssen.

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Der BIK BITV-Test ist ein Verfahren zur umfassenden und zuverlässigen Prüfung der Barrierefreiheit von Websites, Webanwendungen und Apps.

Profitieren Sie von unserer langjährigen Expertise und dem BIK Qualitätsversprechen.
Jetzt Test anfragen

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Der BIK BITV-Test ist ein Verfahren zur umfassenden und zuverlässigen Prüfung der Barrierefreiheit von Websites, Webanwendungen und Apps.

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(1) Die Verordnung gilt unter Berücksichtigung der Umsetzungsfristen der §§ 12a bis 12c des Behindertengleichstellungsgesetzes für folgende Angebote, Anwendungen und Dienste:

1.

2.

3.

elektronisch unterstützte Verwaltungsabläufe, einschließlich der Verfahren zur elektronischen Vorgangsbearbeitung und elektronischen Aktenführung,

4.

grafische Programmoberflächen, die

a)

in die Angebote, Anwendungen und Dienste nach den Nummern 1 bis 3 integriert sind oder

b)

von den öffentlichen Stellen zur Nutzung bereitgestellt werden.

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BITV 2.0 - Verordnung zur Schaffung barrierefreier Informationstechnik nach dem Behindertengleichstellungsgesetz

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(1) Die Verordnung gilt unter Berücksichtigung der Umsetzungsfristen der §§ 12a bis 12c des Behindertengleichstellungsgesetzes für folgende Angebote, Anwendungen und Dienste: 1. 2. 3. elektronisch unterstützte Verwaltungsabläufe, einschließlich der Verfahren zur elektronischen Vorgangsbearbeitung und elektronischen Aktenführung, 4.

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IAAP D·A·CH - Startseite - Nachrichten - IAAP D·A·CH

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Die deutschsprachige Niederlassung der IAAP (International Association of Accessibility Professionals) ist ein Fachverband und bietet allen am Thema digitale Barrierefreiheit Interessierten die Möglichkeit sich zu vernetzen, weiterzubilden und zu zertifizieren. Barrierefreie Zugänglichkeit ist dann gegeben, wenn alle Produkte, Inhalte und Dienste so gestaltet sind, dass sie für alle nutzbar sind, insbesondere für Menschen mit Behinderungen und ältere Menschen.

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Startseite - Überwachungsstelle des Bundes für Barrierefreiheit von Informationstechnik

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Homepage des deutschsprachigen Auftritts der Überwachungsstelle des Bundes für Barrierefreiheit von Informationstechnik

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Abstract

Web Content Accessibility Guidelines (WCAG) 2.2 covers a wide range of recommendations for making Web content more accessible. Following these guidelines will make content more accessible to a wider range of people with disabilities, including accommodations for blindness and low vision, deafness and hearing loss, limited movement, speech disabilities, photosensitivity, and combinations of these, and some accommodation for learning disabilities and cognitive limitations; but will not address every user need for people with these disabilities. These guidelines address accessibility of web content on desktops, laptops, tablets, and mobile devices. Following these guidelines will also often make Web content more usable to users in general.

WCAG 2.2 success criteria are written as testable statements that are not technology-specific. Guidance about satisfying the success criteria in specific technologies, as well as general information about interpreting the success criteria, is provided in separate documents. See Web Content Accessibility Guidelines (WCAG) Overview for an introduction and links to WCAG technical and educational material.

WCAG 2.2 extends Web Content Accessibility Guidelines 2.1 [], which was published as a W3C Recommendation June 2018. Content that conforms to WCAG 2.2 also conforms to WCAG 2.0 and WCAG 2.1. The WG intends that for policies requiring conformance to WCAG 2.0 or WCAG 2.1, WCAG 2.2 can provide an alternate means of conformance. The publication of WCAG 2.2 does not deprecate or supersede WCAG 2.0 or WCAG 2.1. While WCAG 2.0 and WCAG 2.1 remain W3C Recommendations, the W3C advises the use of WCAG 2.2 to maximize future applicability of accessibility efforts. The W3C also encourages use of the most current version of WCAG when developing or updating Web accessibility policies.

Status of This Document
This section describes the status of this document at the time of its publication. A list of current W3C publications and the latest revision of this technical report can be found in theW3C technical reports index at https://www.w3.org/TR/.
To comment, file an issue in the W3C WCAG GitHub repository. Although the proposed Success Criteria in this document reference issues tracking discussion, the Working Group requests that public comments be filed as new issues, one issue per discrete comment. It is free to create a GitHub account to file issues. If filing issues in GitHub is not feasible, send email to public-agwg-comments@w3.org ( comment archive).

This document was published by the Accessibility Guidelines Working Group as a Recommendation using the Recommendation track.

W3C recommends the wide deployment of this specification as a standard for the Web.

A W3C Recommendation is a specification that, after extensive consensus-building, is endorsed by W3C and its Members, and has commitments from Working Group members to royalty-free licensing for implementations.

This document was produced by a group operating under the 1 August 2017 W3C Patent Policy. W3C maintains a public list of any patent disclosures made in connection with the deliverables of the group; that page also includes instructions for disclosing a patent. An individual who has actual knowledge of a patent which the individual believes contains Essential Claim(s) must disclose the information in accordance with section 6 of the W3C Patent Policy.

This document is governed by the 12 June 2023 W3C Process Document.

This section is non-normative.

Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.

WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [] and WCAG 2.1 [], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.

Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.

Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:

Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.

The individuals and organizations that use WCAG vary widely and include Web designers and developers, policy makers, purchasing agents, teachers, and students. In order to meet the varying needs of this audience, several layers of guidance are provided including overall principles, general guidelines, testable success criteria and a rich collection of sufficient techniques, advisory techniques, and documented common failures with examples, resource links and code.

Principles - At the top are four principles that provide the foundation for Web accessibility: perceivable, operable, understandable, and robust. See also Understanding the Four Principles of Accessibility.

Guidelines - Under the principles are guidelines. The 13 guidelines provide the basic goals that authors should work toward in order to make content more accessible to users with different disabilities. The guidelines are not testable, but provide the framework and overall objectives to help authors understand the success criteria and better implement the techniques.

Sufficient and Advisory Techniques - For each of the guidelines and success criteria in the WCAG 2.2 document itself, the working group has also documented a wide variety of techniques. The techniques are informative and fall into two categories: those that are sufficient for meeting the success criteria and those that are advisory. The advisory techniques go beyond what is required by the individual success criteria and allow authors to better address the guidelines. Some advisory techniques address accessibility barriers that are not covered by the testable success criteria. Where common failures are known, these are also documented. See also Sufficient and Advisory Techniques in Understanding WCAG 2.2.

All of these layers of guidance (principles, guidelines, success criteria, and sufficient and advisory techniques) work together to provide guidance on how to make content more accessible. Authors are encouraged to view and apply all layers that they are able to, including the advisory techniques, in order to best address the needs of the widest possible range of users.

Note that even content that conforms at the highest level (AAA) will not be accessible to individuals with all types, degrees, or combinations of disability, particularly in the cognitive, language, and learning areas. Authors are encouraged to consider the full range of techniques, including the advisory techniques, Making Content Usable for People with Cognitive and Learning Disabilities, as well as to seek relevant advice about current best practice to ensure that Web content is accessible, as far as possible, to this community. Metadata may assist users in finding content most suitable for their needs.

The WCAG 2.2 document is designed to meet the needs of those who need a stable, referenceable technical standard. Other documents, called supporting documents, are based on the WCAG 2.2 document and address other important purposes, including the ability to be updated to describe how WCAG would be applied with new technologies. Supporting documents include:

See Web Content Accessibility Guidelines (WCAG) Overview for a description of the WCAG 2.2 supporting material, including education resources related to WCAG 2. Additional resources covering topics such as the business case for Web accessibility, planning implementation to improve the accessibility of Web sites, and accessibility policies are listed in WAI Resources.

WCAG 2.2 meets a set of requirements for WCAG 2.2 which, in turn, inherit requirements from previous WCAG 2 versions. Requirements structure the overall framework of guidelines and ensure backwards compatibility. The Working Group also used a less formal set of acceptance criteria for success criteria, to help ensure success criteria are similar in style and quality to those in WCAG 2.0. These requirements constrained what could be included in WCAG 2.2. This constraint was important to preserve its nature as a dot-release of WCAG 2.

WCAG 2.2 was initiated with the goal to continue the work of WCAG 2.1: Improving accessibility guidance for three major groups: users with cognitive or learning disabilities, users with low vision, and users with disabilities on mobile devices. Many ways to meet these needs were proposed and evaluated, and a set of these were refined by the Working Group. Structural requirements inherited from WCAG 2.0, clarity and impact of proposals, and timeline led to the final set of success criteria included in this version. The Working Group considers that WCAG 2.2 incrementally advances web content accessibility guidance for all these areas, but underscores that not all user needs are met by these guidelines.

WCAG 2.2 builds on and is backwards compatible with WCAG 2.1, meaning web pages that conform to WCAG 2.2 are at least as accessible as pages that conform to WCAG 2.1. Requirements have been added that build on 2.1 and 2.0. WCAG 2.2 has removed one success criterion, 4.1.1 Parsing. Authors that are required by policy to conform with WCAG 2.0 or 2.1 will be able to update content to WCAG 2.2, but may need to continue to test and report 4.1.1. Authors following more than one version of the guidelines should be aware of the following additions.

WCAG 2.2 extends WCAG 2.1 by adding new success criteria, definitions to support them, and guidelines to organize the additions. This additive approach helps to make it clear that sites which conform to WCAG 2.2 also conform to WCAG 2.1. The Accessibility Guidelines Working Group recommends that sites adopt WCAG 2.2 as their new conformance target, even if formal obligations mention previous versions, to provide improved accessibility and to anticipate future policy changes.

The following success criteria are new in WCAG 2.2:

The new success criteria may reference new terms that have also been added to the glossary and form part of the normative requirements of the success criteria.

WCAG 2.2 also introduces new sections detailing aspects of the specification which may impact privacy and security.

In order to avoid confusion for implementers for whom backwards compatibility to WCAG 2 versions is important, new success criteria in WCAG 2.2 have been appended to the end of the set of success criteria within their guideline. This avoids the need to change the section number of success criteria from WCAG 2, which would be caused by inserting new success criteria between existing success criteria in the guideline, but it means success criteria in each guideline are no longer grouped by conformance level. The order of success criteria within each guideline does not imply information about conformance level; only the conformance level indicator (A / AA / AAA) on the success criterion itself indicates this. The WCAG 2.2 Quick Reference will provide a way to view success criteria grouped by conformance level, along with many other filter and sort options.

WCAG 2.2 uses the same conformance model as WCAG 2.0. It is intended that sites that conform to WCAG 2.2 also conform to WCAG 2.0 and WCAG 2.1, which means they meet the requirements of any policies that reference WCAG 2.0 or WCAG 2.1, while also better meeting the needs of users on the current Web.

In parallel with WCAG 2.2, the Accessibility Guidelines Working Group is developing another major version of accessibility guidelines. The result of this work is expected to be a more substantial restructuring of web accessibility guidance than would be realistic for dot-releases of WCAG 2. The work follows a research-focused, user-centered design methodology to produce the most effective and flexible outcome, including the roles of content authoring, user agent support, and authoring tool support. This is a multi-year effort, so WCAG 2.2 is needed as an interim measure to provide updated web accessibility guidance to reflect changes on the web since the publication of WCAG 2.0. The Working Group might also develop additional interim versions, continuing with WCAG 2.2, on a similar short timeline to provide additional support while the major version is completed.

This section lists requirements for conformance to WCAG 2.2. It also gives information about how to make conformance claims, which are optional. Finally, it describes what it means to be accessibility supported, since only accessibility-supported ways of using technologies can be relied upon for conformance. Understanding Conformance includes further explanation of the accessibility-supported concept.

The main content of WCAG 2.2 is normative and defines requirements that impact conformance claims. Introductory material, appendices, sections marked as "non-normative", diagrams, examples, and notes are informative (non-normative). Non-normative material provides advisory information to help interpret the guidelines but does not create requirements that impact a conformance claim.

The key words MAY, MUST, MUST NOT, NOT RECOMMENDED, RECOMMENDED, SHOULD, and SHOULD NOT are to be interpreted as described in [].

In order for a Web page to conform to WCAG 2.2, all of the following conformance requirements must be satisfied:

One of the following levels of conformance is met in full.

For Level A conformance (the minimum level of conformance), the Web page satisfies all the Level A Success Criteria, or a conforming alternate version is provided.

For Level AA conformance, the Web page satisfies all the Level A and Level AA Success Criteria, or a Level AA conforming alternate version is provided.

For Level AAA conformance, the Web page satisfies all the Level A, Level AA and Level AAA Success Criteria, or a Level AAA conforming alternate version is provided.

Conformance (and conformance level) is for full Web page(s) only, and cannot be achieved if part of a Web page is excluded.

When a Web page is one of a series of Web pages presenting a process (i.e., a sequence of steps that need to be completed in order to accomplish an activity), all Web pages in the process conform at the specified level or better. (Conformance is not possible at a particular level if any page in the process does not conform at that level or better.)

An online store has a series of pages that are used to select and purchase products. All pages in the series from start to finish (checkout) conform in order for any page that is part of the process to conform.

1. when any technology that is not relied upon is turned on in a user agent,

2. when any technology that is not relied upon is turned off in a user agent, and

3. when any technology that is not relied upon is not supported by a user agent

In addition, the following success criteria apply to all content on the page, including content that is not otherwise relied upon to meet conformance, because failure to meet them could interfere with any use of the page:

1.4.2 - Audio Control,

2.1.2 - No Keyboard Trap,

2.3.1 - Three Flashes or Below Threshold, and

2.2.2 - Pause, Stop, Hide.

For more information, including examples, see Understanding Conformance Requirements.

Conformance is defined only for Web pages. However, a conformance claim may be made to cover one page, a series of pages, or multiple related Web pages.

Conformance claims are not required. Authors can conform to WCAG 2.2 without making a claim. However, if a conformance claim is made, then the conformance claim must include the following information:

1. Date of the claim

2. Guidelines title, version and URI "Web Content Accessibility Guidelines 2.2 at https://www.w3.org/TR/WCAG22/"

3. Conformance level satisfied: (Level A, AA or AAA)

4. A concise description of the Web pages, such as a list of URIs for which the claim is made, including whether subdomains are included in the claim.

The Web pages may be described by list or by an expression that describes all of the URIs included in the claim.

Web-based products that do not have a URI prior to installation on the customer's Web site may have a statement that the product would conform when installed.

5. A list of the Web content technologies relied upon.

In addition to the required components of a conformance claim above, consider providing additional information to assist users. Recommended additional information includes:

A list of success criteria beyond the level of conformance claimed that have been met. This information should be provided in a form that users can use, preferably machine-readable metadata.

A list of the specific technologies that are " used but not relied upon."

A list of user agents, including assistive technologies that were used to test the content.

A list of specific accessibility characteristics of the content, provided in machine-readable metadata.

Information about any additional steps taken that go beyond the success criteria to enhance accessibility.

A machine-readable metadata version of the list of specific technologies that are relied upon.

A machine-readable metadata version of the conformance claim.

Web pages that will later have additional content added can use a 'statement of partial conformance'. For example, an email program, a blog, an article that allows users to add comments, or applications supporting user-contributed content. Another example would be a page, such as a portal or news site, composed of content aggregated from multiple contributors, or sites that automatically insert content from other sources over time, such as when advertisements are inserted dynamically.

In these cases, it is not possible to know at the time of original posting what the uncontrolled content of the pages will be. It is important to note that the uncontrolled content can affect the accessibility of the controlled content as well. Two options are available:

1. A determination of conformance can be made based on best knowledge. If a page of this type is monitored and repaired (non-conforming content is removed or brought into conformance) within two business days, then a determination or claim of conformance can be made since, except for errors in externally contributed content which are corrected or removed when encountered, the page conforms. No conformance claim can be made if it is not possible to monitor or correct non-conforming content;
OR

2. A "statement of partial conformance" may be made that the page does not conform, but could conform if certain parts were removed. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.2 at level X if the following parts from uncontrolled sources were removed." In addition, the following would also be true of uncontrolled content that is described in the statement of partial conformance:

1. It is not content that is under the author's control.

2. It is described in a way that users can identify (e.g., they cannot be described as "all parts that we do not control" unless they are clearly marked as such.)

A "statement of partial conformance due to language" may be made when the page does not conform, but would conform if accessibility support existed for (all of) the language(s) used on the page. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.2 at level X if accessibility support existed for the following language(s):"

This section is non-normative.
Success Criteria within this specification which the Working Group has identified possible implications for privacy, either by providing protections for end users or which are important for web site providers to take in to consideration when implementing features designed to protect user privacy, are listed below. This list reflects the current understanding of the Working Group but other Success Criteria may have privacy implications that the Working Group is not aware of at the time of publishing.

Success Criteria within this specification that may relate to privacy are:

This section is non-normative.
Success Criteria within this specification which the Working Group has identified possible implications for security, either by providing protections for end users or which are important for web site providers to take in to consideration when implementing features designed to protect user security, are listed below. This list reflects the current understanding of the Working Group but other Success Criteria may have security implications that the Working Group is not aware of at the time of publishing.

Success Criteria within this specification that may relate to security are:

abbreviation

shortened form of a word, phrase, or name where the abbreviation has not become part of the language

1. initialisms are shortened forms of a name or phrase made from the initial letters of words or syllables contained in that name or phrase

Not defined in all languages.

SNCF is a French initialism that contains the initial letters of the Société Nationale des Chemins de Fer, the French national railroad.

ESP is an initialism for extrasensory perception.

2. acronyms are abbreviated forms made from the initial letters or parts of other words (in a name or phrase) which may be pronounced as a word

NOAA is an acronym made from the initial letters of the National Oceanic and Atmospheric Administration in the United States.

accessibility supported

supported by users' assistive technologies as well as the accessibility features in browsers and other user agents

To qualify as an accessibility-supported use of a Web content technology (or feature of a technology), both 1 and 2 must be satisfied for a Web content technology (or feature):

1. The way that the Web content technology is used must be supported by users' assistive technology (AT). This means that the way that the technology is used has been tested for interoperability with users' assistive technology in the human language(s) of the content,
AND

2. The Web content technology must have accessibility-supported user agents that are available to users. This means that at least one of the following four statements is true:

1. The technology is supported natively in widely-distributed user agents that are also accessibility supported (such as HTML and CSS);
OR

2. The technology is supported in a widely-distributed plug-in that is also accessibility supported;
OR

3. The content is available in a closed environment, such as a university or corporate network, where the user agent required by the technology and used by the organization is also accessibility supported;
OR

4. The user agent(s) that support the technology are accessibility supported and are available for download or purchase in a way that:

does not cost a person with a disability any more than a person without a disability and

is as easy to find and obtain for a person with a disability as it is for a person without disabilities.

alternative for time-based media

ambiguous to users in general

picture created by a spatial arrangement of characters or glyphs (typically from the 95 printable characters defined by ASCII)

assistive technology (as used in this document)

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements of users with disabilities that go beyond those offered by mainstream user agents

Assistive technologies that are important in the context of this document include the following:

screen magnifiers, and other visual reading assistants, which are used by people with visual, perceptual and physical print disabilities to change text font, size, spacing, color, synchronization with speech, etc. in order to improve the visual readability of rendered text and images;

screen readers, which are used by people who are blind to read textual information through synthesized speech or braille;

text-to-speech software, which is used by some people with cognitive, language, and learning disabilities to convert text into synthetic speech;

speech recognition software, which may be used by people who have some physical disabilities;

alternative keyboards, which are used by people with certain physical disabilities to simulate the keyboard (including alternate keyboards that use head pointers, single switches, sip/puff and other special input devices.);

alternative pointing devices, which are used by people with certain physical disabilities to simulate mouse pointing and button activations.

audio description

narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone

a time-based presentation that contains only audio (no video and no interaction)

switch back and forth between two visual states in a way that is meant to draw attention

blocks of text

more than one sentence of text

initialism for "Completely Automated Public Turing test to tell Computers and Humans Apart"

synchronized visual and/or text alternative for both speech and non-speech audio information needed to understand the media content

changes of context

major changes that, if made without user awareness, can disorient users who are not able to view the entire page simultaneously

Changes in context include changes of:

Opening a new window, moving focus to a different component, going to a new page (including anything that would look to a user as if they had moved to a new page) or significantly re-arranging the content of a page are examples of changes of context.

Cognitive function test

[New]

A task that requires the user to remember, manipulate, or transcribe information. Examples include, but are not limited to:

memorization, such as remembering a username, password, set of characters, images, or patterns. The common identifiers name, e-mail, and phone number are not considered cognitive function tests as they are personal to the user and consistent across Web sites;

transcription, such as typing in characters;

use of correct spelling;

performance of calculations;

solving of puzzles.

conformance

satisfying all the requirements of a given standard, guideline or specification

conforming alternate version

version that

1. conforms at the designated level, and

2. provides all of the same information and functionality in the same human language, and

3. is as up to date as the non-conforming content, and

4. for which at least one of the following is true:

1. the conforming version can be reached from the non-conforming page via an accessibility-supported mechanism, or

2. the non-conforming version can only be reached from the conforming version, or

3. the non-conforming version can only be reached from a conforming page that also provides a mechanism to reach the conforming version

See Understanding Conforming Alternate Versions

content (Web content)

context-sensitive help

contrast ratio

(L1 + 0.05) / (L2 + 0.05), where

correct reading sequence

any sequence where words and paragraphs are presented in an order that does not change the meaning of the content

visual angle of about 0.0213 degrees

A CSS pixel is the canonical unit of measure for all lengths and measurements in CSS. This unit is density-independent, and distinct from actual hardware pixels present in a display. User agents and operating systems should ensure that a CSS pixel is set as closely as possible to the CSS Values and Units Module Level 3 reference pixel [css3-values], which takes into account the physical dimensions of the display and the assumed viewing distance (factors that cannot be determined by content authors).

platform event that occurs when the trigger stimulus of a pointer is depressed

The down-event may have different names on different platforms, such as "touchstart" or "mousedown".

dragging movement

[New]

an operation where the pointer engages with an element on the down-event and the element (or a representation of its position) follows the pointer until an up-event

a sudden, unexpected situation or occurrence that requires immediate action to preserve health, safety, or property

[New]

solidly bounds or surrounds

if removed, would fundamentally change the information or functionality of the content, and information and functionality cannot be achieved in another way that would conform

extended audio description

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description

a pair of opposing changes in relative luminance that can cause seizures in some people if it is large enough and in the right frequency range

focus indicator

[New]

pixels that are changed to visually indicate when a user interface component is in a focused state

functionality

processes and outcomes achievable through user action

general flash and red flash thresholds

a flash or rapidly changing image sequence is below the threshold (i.e., content passes) if any of the following are true:

1. there are no more than three general flashes and / or no more than three red flashes within any one-second period; or

2. the combined area of flashes occurring concurrently occupies no more than a total of .006 steradians within any 10 degree visual field on the screen (25% of any 10 degree visual field on the screen) at typical viewing distance

where:

A general flash is defined as a pair of opposing changes in relative luminance of 10% or more of the maximum relative luminance (1.0) where the relative luminance of the darker image is below 0.80; and where "a pair of opposing changes" is an increase followed by a decrease, or a decrease followed by an increase, and

A red flash is defined as any pair of opposing transitions involving a saturated red

Exception: Flashing that is a fine, balanced, pattern such as white noise or an alternating checkerboard pattern with "squares" smaller than 0.1 degree (of visual field at typical viewing distance) on a side does not violate the thresholds.

The new working definition in the field for "pair of opposing transitions involving a saturated red" (from WCAG 2.2) is a pair of opposing transitions where, one transition is either to or from a state with a value R/(R + G + B) that is greater than or equal to 0.8, and the difference between states is more than 0.2 (unitless) in the CIE 1976 UCS chromaticity diagram. [ISO_9241-391]

human language

language that is spoken, written or signed (through visual or tactile means) to communicate with humans

phrase whose meaning cannot be deduced from the meaning of the individual words and the specific words cannot be changed without losing the meaning

In English, "spilling the beans" means "revealing a secret." However, "knocking over the beans" or "spilling the vegetables" does not mean the same thing.

In Japanese, the phrase "さじを投げる" literally translates into "he throws a spoon," but it means that there is nothing he can do and finally he gives up.

In Dutch, "Hij ging met de kippen op stok" literally translates into "He went to roost with the chickens," but it means that he went to bed early.

image of text

text that has been rendered in a non-text form (e.g., an image) in order to achieve a particular visual effect

A person's name on a nametag in a photograph.

informative

for information purposes and not required for conformance

input error

information provided by the user that is not accepted

This includes:

1. Information that is required by the Web page but omitted by the user

2. Information that is provided by the user but that falls outside the required data format or values

keyboard interface

interface used by software to obtain keystroke input

A keyboard interface allows users to provide keystroke input to programs even if the native technology does not contain a keyboard.

A touchscreen PDA has a keyboard interface built into its operating system as well as a connector for external keyboards. Applications on the PDA can use the interface to obtain keyboard input either from an external keyboard or from other applications that provide simulated keyboard output, such as handwriting interpreters or speech-to-text applications with "keyboard emulation" functionality.

keyboard shortcut

alternative means of triggering an action by the pressing of one or more keys

large scale (text)

with at least 18 point or 14 point bold or font size that would yield equivalent size for Chinese, Japanese and Korean (CJK) fonts

legal commitments

link purpose

nature of the result obtained by activating a hyperlink

information captured from a real-world event and transmitted to the receiver with no more than a broadcast delay

lower secondary education level

the two or three year period of education that begins after completion of six years of school and ends nine years after the beginning of primary education

This definition is based on the International Standard Classification of Education [].

process or technique for achieving a result

media alternative for text

motion animation

minimum bounding box

[New]

the smallest enclosing rectangle aligned to the horizontal axis within which all the points of a shape lie. For components which wrap onto multiple lines as part of a sentence or block of text (such as hypertext links), the bounding box is based on how the component would appear on a single line.

text by which software can identify a component within Web content to the user

navigated in the order defined for advancing focus (from one element to the next) using a keyboard interface

non-text content

any content that is not a sequence of characters that can be programmatically determined or where the sequence is not expressing something in human language

required for conformance

on a full-screen window

stopped by user request and not resumed until requested by user

[New]

continuous line forming the boundary of a shape not including shared pixels, or the minimum bounding box, whichever is shortest.

The perimeter calculation for a 2 CSS pixel perimeter around a rectangle is 4 h+4 w, where h is the height and w is the width. For a 2 CSS pixel perimeter around a circle it is 4𝜋 r.

pointer input

input from a device that can target a specific coordinate (or set of coordinates) on a screen, such as a mouse, pen, or touch contact

prerecorded

information that is not live

presentation

rendering of the content in a form to be perceived by users

primary education level

six year time period that begins between the ages of five and seven, possibly without any previous education

This definition is based on the International Standard Classification of Education [].

series of user actions where each action is required in order to complete an activity

Successful use of a series of Web pages on a shopping site requires users to view alternative products, prices and offers, select products, submit an order, provide shipping information and provide payment information.

An account registration page requires successful completion of a Turing test before the registration form can be accessed.

programmatically determined (programmatically determinable)

determined by software from author-supplied data provided in a way that different user agents, including assistive technologies, can extract and present this information to users in different modalities

Determined in a markup language from elements and attributes that are accessed directly by commonly available assistive technology.

Determined from technology-specific data structures in a non-markup language and exposed to assistive technology via an accessibility API that is supported by commonly available assistive technology.

programmatically determined link context

additional information that can be programmatically determined from relationships with a link, combined with the link text, and presented to users in different modalities

In HTML, information that is programmatically determinable from a link in English includes text that is in the same paragraph, list, or table cell as the link or in a table header cell that is associated with the table cell that contains the link.

programmatically set

set by software using methods that are supported by user agents, including assistive technologies

pure decoration

serving only an aesthetic purpose, providing no information, and having no functionality

The cover page of a dictionary has random words in very light text in the background.

real-time event

event that a) occurs at the same time as the viewing and b) is not completely generated by the content

A Webcast of a live performance (occurs at the same time as the viewing and is not prerecorded).

An on-line auction with people bidding (occurs at the same time as the viewing).

Live humans interacting in a virtual world using avatars (is not completely generated by the content and occurs at the same time as the viewing).

relationships

meaningful associations between distinct pieces of content

relative luminance

the relative brightness of any point in a colorspace, normalized to 0 for darkest black and 1 for lightest white

For the sRGB colorspace, the relative luminance of a color is defined as L = 0.2126 * R + 0.7152 * G + 0.0722 * B where R, G and B are defined as:

if RsRGB <= 0.04045 then R = RsRGB/12.92 else R = ((RsRGB+0.055)/1.055) ^ 2.4

if GsRGB <= 0.04045 then G = GsRGB/12.92 else G = ((GsRGB+0.055)/1.055) ^ 2.4

if BsRGB <= 0.04045 then B = BsRGB/12.92 else B = ((BsRGB+0.055)/1.055) ^ 2.4

and RsRGB, GsRGB, and BsRGB are defined as:

The "^" character is the exponentiation operator. (Formula taken from [].)

relied upon (technologies that are)

the content would not conform if that technology is turned off or is not supported

same functionality

same relative order

satisfies a success criterion

the success criterion does not evaluate to 'false' when applied to the page

set of web pages

collection of web pages that share a common purpose and that are created by the same author, group or organization

Examples include:

a publication which is split across multiple Web pages, where each page contains one chapter or other significant section of the work. The publication is logically a single contiguous unit, and contains navigation features that enable access to the full set of pages.

an e-commerce website shows products in a set of Web pages that all share the same navigation and identification. However, when progressing to the checkout process, the template changes; the navigation and other elements are removed, so the pages in that process are functionally and visually different. The checkout pages are not part of the set of product pages.

a blog on a sub-domain (e.g. blog.example.com) which has a different navigation and is authored by a distinct set of people from the pages on the primary domain (example.com).

sign language

a language using combinations of movements of the hands and arms, facial expressions, or body positions to convey meaning

sign language interpretation

translation of one language, generally a spoken language, into a sign language

single pointer

pointer input that operates with one point of contact with the screen, including single taps and clicks, double-taps and clicks, long presses, and path-based gestures

specific sensory experience

dynamic property expressing characteristics of a user interface component that may change in response to user action or automated processes

States do not affect the nature of the component, but represent data associated with the component or user interaction possibilities. Examples include focus, hover, select, press, check, visited/unvisited, and expand/collapse.

status message

change in content that is not a change of context, and that provides information to the user on the success or results of an action, on the waiting state of an application, on the progress of a process, or on the existence of errors

1. The way the parts of a Web page are organized in relation to each other; and

2. The way a collection of Web pages is organized

style property

property whose value determines the presentation (e.g. font, color, size, location, padding, volume, synthesized speech prosody) of content elements as they are rendered (e.g. onscreen, via loudspeaker, via braille display) by user agents

Style properties can have several origins:

User agent default styles: The default style property values applied in the absence of any author or user styles. Some web content technologies specify a default rendering, others do not;

Author styles: Style property values that are set by the author as part of the content (e.g. in-line styles, author style sheets);

User styles: Style property values that are set by the user (e.g. via user agent interface settings, user style sheets)

supplemental content

additional content that illustrates or clarifies the primary content

An audio version of a Web page.

An illustration of a complex process.

A paragraph summarizing the major outcomes and recommendations made in a research study.

synchronized media

technology (Web content)

mechanism for encoding instructions to be rendered, played or executed by user agents

Some common examples of Web content technologies include HTML, CSS, SVG, PNG, PDF, Flash, and JavaScript.

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language

text alternative

Text that is programmatically associated with non-text content or referred to from text that is programmatically associated with non-text content. Programmatically associated text is text whose location can be programmatically determined from the non-text content.

An image of a chart is described in text in the paragraph after the chart. The short text alternative for the chart indicates that a description follows.

platform event that occurs when the trigger stimulus of a pointer is released

The up-event may have different names on different platforms, such as "touchend" or "mouseup".

used in an unusual or restricted way

any software that retrieves and presents Web content for users

Web browsers, media players, plug-ins, and other programs - including assistive technologies - that help in retrieving, rendering, and interacting with Web content.

user-controllable

data that is intended to be accessed by users

Name and address fields for a user's account.

user interface component

a part of the content that is perceived by users as a single control for a distinct function

An applet has a "control" that can be used to move through content by line or page or random access. Since each of these would need to have a name and be settable independently, they would each be a "user interface component."

user inactivity

any continuous period of time where no user actions occur

The method of tracking will be determined by the web site or application.

a time-based presentation that contains only video (no audio and no interaction)

object in which the user agent presents content

visually customized

the font, size, color, and background can be set

a non-embedded resource obtained from a single URI using HTTP plus any other resources that are used in the rendering or intended to be rendered together with it by a user agent

A Web resource including all embedded images and media.

A Web mail program built using Asynchronous JavaScript and XML (AJAX). The program lives entirely at http://example.com/mail, but includes an inbox, a contacts area and a calendar. Links or buttons are provided that cause the inbox, contacts, or calendar to display, but do not change the URI of the page as a whole.

A customizable portal site, where users can choose content to display from a set of different content modules.

When you enter "http://shopping.example.com/" in your browser, you enter a movie-like interactive shopping environment where you visually move around in a store dragging products off of the shelves around you and into a visual shopping cart in front of you. Clicking on a product causes it to be demonstrated with a specification sheet floating alongside. This might be a single-page Web site or just one page within a Web site.

This section contains a listing of common user interface component input purposes. The terms below are not keywords that must be used, but instead represent purposes that must be captured in the taxonomy adopted by a webpage. Where applicable, authors mark up controls with the chosen taxonomy to indicate the semantic purpose. This provides the potential for user agents and assistive technologies to apply personalized presentations that can enable more people to understand and use the content.

The list of input type purposes is based on the control purposes defined in the HTML specification's Autofill section, but it is important to understand that a different technology may have some or all of the same concepts defined in its specification and only the concepts that are mapped to the meanings below are required.

The following input control purposes are intended to relate to the user of the content and pertain only to information related to that individual.

name - Full name

honorific-prefix - Prefix or title (e.g., "Mr.", "Ms.", "Dr.", "Mlle")

given-name - Given name (in some Western cultures, also known as the first name)

additional-name - Additional names (in some Western cultures, also known as middle names, forenames other than the first name)

family-name - Family name (in some Western cultures, also known as the last name or surname)

honorific-suffix - Suffix (e.g., "Jr.", "B.Sc.", "MBASW", "II")

nickname - Nickname, screen name, handle: a typically short name used instead of the full name

organization-title - Job title (e.g., "Software Engineer", "Senior Vice President", "Deputy Managing Director")

username - A username

new-password - A new password (e.g., when creating an account or changing a password)

current-password - The current password for the account identified by the username field (e.g., when logging in)

organization - Company name corresponding to the person, address, or contact information in the other fields associated with this field

street-address - Street address (multiple lines, newlines preserved)

address-line1 - Street address (one line per field, line 1)

address-line2 - Street address (one line per field, line 2)

address-line3 - Street address (one line per field, line 3)

address-level4 - The most fine-grained administrative level, in addresses with four administrative levels

address-level3 - The third administrative level, in addresses with three or more administrative levels

address-level2 - The second administrative level, in addresses with two or more administrative levels; in the countries with two administrative levels, this would typically be the city, town, village, or other locality within which the relevant street address is found

address-level1 - The broadest administrative level in the address, i.e., the province within which the locality is found; for example, in the US, this would be the state; in Switzerland it would be the canton; in the UK, the post town

country - Country code

country-name - Country name

postal-code - Postal code, post code, ZIP code, CEDEX code (if CEDEX, append "CEDEX", and the dissement, if relevant, to the address-level2 field)

cc-name - Full name as given on the payment instrument

cc-given-name - Given name as given on the payment instrument (in some Western cultures, also known as the first name)

cc-additional-name - Additional names given on the payment instrument (in some Western cultures, also known as middle names, forenames other than the first name)

cc-family-name - Family name given on the payment instrument (in some Western cultures, also known as the last name or surname)

cc-number - Code identifying the payment instrument (e.g., the credit card number)

cc-exp - Expiration date of the payment instrument

cc-exp-month - Month component of the expiration date of the payment instrument

cc-exp-year - Year component of the expiration date of the payment instrument

cc-csc - Security code for the payment instrument (also known as the card security code (CSC), card validation code (CVC), card verification value (CVV), signature panel code (SPC), credit card ID (CCID), etc)

cc-type - Type of payment instrument

transaction-currency - The currency that the user would prefer the transaction to use

transaction-amount - The amount that the user would like for the transaction (e.g., when entering a bid or sale price)

language - Preferred language

bday - Birthday

bday-day - Day component of birthday

bday-month - Month component of birthday

bday-year - Year component of birthday

sex - Gender identity (e.g., Female, Fa'afafine)

url - Home page or other Web page corresponding to the company, person, address, or contact information in the other fields associated with this field

photo - Photograph, icon, or other image corresponding to the company, person, address, or contact information in the other fields associated with this field

tel - Full telephone number, including country code

tel-country-code - Country code component of the telephone number

tel-national - Telephone number without the country code component, with a country-internal prefix applied if applicable

tel-area-code - Area code component of the telephone number, with a country-internal prefix applied if applicable

tel-local - Telephone number without the country code and area code components

tel-local-prefix - First part of the component of the telephone number that follows the area code, when that component is split into two components

tel-local-suffix - Second part of the component of the telephone number that follows the area code, when that component is split into two components

tel-extension - Telephone number internal extension code

email - E-mail address

impp - URL representing an instant messaging protocol endpoint (for example, "aim:goim?screenname=example" or "xmpp:fred@example.net")

This section shows substantive changes made in WCAG 2.2 since WCAG 2.1. Errata fixes to WCAG 2.1 have also been incorporated into WCAG 2.2.

The full commit history to WCAG 2.2 is available.

This section is non-normative.
Additional information about participation in the Accessibility Guidelines Working Group (AG WG) can be found on the Working Group home page.

Jake Abma (Invited Expert)

Shadi Abou-Zahra (Amazon)

Chuck Adams (Oracle Corporation)

Amani Ali (Nomensa)

Jim Allan (Invited Expert)

Jon Avila (Level Access)

Bruce Bailey (U.S. Access Board)

Renaldo Bernard (University of Southampton)

Dan Bjorge (Deque Systems, Inc.)

Peter Bossley (Thomson Reuters)

Rachael Bradley Montgomery (Library of Congress)

Judy Brewer (W3C)

Shari Butler (Pearson plc)

Thaddeus Cambron (Invited Expert)

Alastair Campbell (Nomensa)

Laura Carlson (Invited Expert)

Sukriti Chadha (Invited Expert)

Rafal Charlampowicz (AccessibilityOZ)

Michael Cooper (W3C)

Jennifer Delisi (Invited Expert)

Wayne Dick (Knowbility, Inc)

Kim Dirks (Thomson Reuters)

E.A. Draffan (University of Southampton)

Eric Eggert (W3C)

Michael Elledge (Invited Expert)

Steve Faulkner (TPGi)

David Fazio (Invited Expert)

Wilco Fiers (Deque Systems, Inc.)

Detlev Fischer (Invited Expert)

John Foliot (Invited Expert)

Matt Garrish (DAISY Consortium)

Alistair Garrison (Level Access)

Jaunita George (Navy Federal Credit Union)

Michael Gower (IBM Corporation)

Markku Hakkinen (Educational Testing Service)

Charles Hall (Invited Expert)

Katie Haritos-Shea (Knowbility, Inc)

Dan Harper-Wain (HM Government)

Shawn Henry (W3C)

Sarah Horton (Invited Expert)

Abi James (University of Southampton)

Marc Johlic (IBM Corporation)

Oliver Keim (SAP SE)

Andrew Kirkpatrick (Adobe)

John Kirkwood (Invited Expert)

JaEun Jemma Ku (University of Illinois Chicago)

Patrick H. Lauke (TetraLogical)

Shawn Lauriat (Google, Inc.)

Steve Lee (Invited Expert)

Chris Loiselle (Invited Expert)

David MacDonald (Invited Expert)

Jan McSorley (Pearson plc)

Rain Breaw Michaels (Google LLC)

Neil Milliken (Unify Software and Solutions)

Mary Jo Mueller (IBM Corporation)

Jay Mullen (College Board)

Brooks Newton (Thomson Reuters)

Gundula Niemann (SAP SE)

James Nurthen (Oracle Corporation)

Lori Oakley (Oracle Corporation)

Joshue O Connor (Invited Expert)

Scott O'Hara (Microsoft)

Sailesh Panchang (Deque Systems, Inc.)

Kim Patch (Invited Expert)

Melanie Philipp (Deque Systems, Inc.)

Mike Pluke (Invited Expert)

Ian Pouncey (TetraLogical)

Ruoxi Ran (W3C)

Stephen Repsher (Invited Expert)

John Rochford (Invited Expert)

Stefan Schnabel (SAP SE)

Ayelet Seeman (Invited Expert)

Lisa Seeman-Kestenbaum (Invited Expert)

Glenda Sims (Deque Systems, Inc.)

Avneesh Singh (DAISY Consortium)

David Sloan (TPGi)

Andrew Somers (Invited Expert)

Jeanne Spellman (TetraLogical)

Francis Storr (Intel)

Poornima Badhan Subramanian (Invited Expert)

Ben Tillyer (Invited Expert)

Makoto Ueki (Invited Expert)

Gregg Vanderheiden (Raising the Floor)

Kathleen Wahlbin (Invited Expert)

Léonie Watson (TetraLogical)

Jason White (Educational Testing Service)

White, Kevin (W3C Staff)

Mark Wilcock (Unify Software and Solutions)

Paul Adam, Jenae Andershonis, Wilhelm Joys Andersen, Andrew Arch, Avi Arditti, Aries Arditi, Tom Babinszki, Mark Barratt, Mike Barta, Sandy Bartell, Kynn Bartlett, Chris Beer, Charles Belov, Marco Bertoni, Harvey Bingham, Chris Blouch, Paul Bohman, Frederick Boland, Denis Boudreau, Patrice Bourlon, Andy Brown, Dick Brown, Doyle Burnett, Raven Calais, Ben Caldwell, Tomas Caspers, Roberto Castaldo, Sofia Celic-Li, Sambhavi Chandrashekar, Mike Cherim, Jonathan Chetwynd, Wendy Chisholm, Alan Chuter, David M Clark, Joe Clark, Darcy Clarke, James Coltham, Earl Cousins, James Craig, Tom Croucher, Pierce Crowell, Nir Dagan, Daniel Dardailler, Geoff Deering, Sébastien Delorme, Pete DeVasto, Iyad Abu Doush, Sylvie Duchateau, Cherie Eckholm, Roberto Ellero, Don Evans, Gavin Evans, Neal Ewers, Steve Faulkner, Bengt Farre, Lainey Feingold, Wilco Fiers, Michel Fitos, Alan J. Flavell, Nikolaos Floratos, Kentarou Fukuda, Miguel Garcia, P.J. Gardner, Alistair Garrison, Greg Gay, Becky Gibson, Al Gilman, Kerstin Goldsmith, Michael Grade, Karl Groves, Loretta Guarino Reid, Jon Gunderson, Emmanuelle Gutiérrez y Restrepo, Brian Hardy, Eric Hansen, Benjamin Hawkes-Lewis, Sean Hayes, Shawn Henry, Hans Hillen, Donovan Hipke, Bjoern Hoehrmann, Allen Hoffman, Chris Hofstader, Yvette Hoitink, Martijn Houtepen, Carlos Iglesias, Richard Ishida, Jonas Jacek, Ian Jacobs, Phill Jenkins, Barry Johnson, Duff Johnson, Jyotsna Kaki, Shilpi Kapoor, Leonard R. Kasday, Kazuhito Kidachi, Ken Kipness, Johannes Koch, Marja-Riitta Koivunen, Maureen Kraft, Preety Kumar, Kristjan Kure, Andrew LaHart, Gez Lemon, Chuck Letourneau, Aurélien Levy, Harry Loots, Scott Luebking, Tim Lacy, Jim Ley, Alex Li, William Loughborough, N Maffeo, Mark Magennis, Erich Manser, Kapsi Maria, Luca Mascaro, Matt May, Sheena McCullagh, Liam McGee, Jens Oliver Meiert, Niqui Merret, Jonathan Metz, Alessandro Miele, Steven Miller, Mathew J Mirabella, Matt May, Marti McCuller, Sorcha Moore, Charles F. Munat, Robert Neff, Charles Nevile, Liddy Nevile, Dylan Nicholson, Bruno von Niman, Tim Noonan, Sebastiano Nutarelli, Graham Oliver, Sean B. Palmer, Charu Pandhi, evarshi Pant, Nigel Peck, Anne Pemberton, David Poehlman, Ian Pouncey, Charles Pritchard, Kerstin Probiesch, W Reagan, Adam Victor Reed, Chris Reeve, Chris Ridpath, Lee Roberts, Mark Rogers, Raph de Rooij, Gregory J. Rosmaita, Matthew Ross, Sharron Rush, Joel Sanda, Janina Sajka, Roberto Scano, Gordon Schantz, Tim van Schie, Wolf Schmidt, Stefan Schnabel, Cynthia Shelly, Glenda Sims, John Slatin, Becky Smith, Jared Smith, Andi Snow-Weaver, Neil Soiffer, Mike Squillace, Michael Stenitzer, Diane Stottlemyer, Christophe Strobbe, Sarah J Swierenga, Jim Thatcher, Terry Thompson, Justin Thorp, David Todd, Mary Utt, Jean Vanderdonckt, Carlos A Velasco, Eric Velleman, Gijs Veyfeyken, Dena Wainwright, Paul Walsch, Daman Wandke, Richard Warren, Elle Waters, Takayuki Watanabe, Gian Wild, David Wooley, Wu Wei, Kenny Zhang, Leona Zumbo.

This publication has been funded in part with U.S. Federal funds from the Health and Human Services, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), initially under contract number ED-OSE-10-C-0067, then under contract number HHSP23301500054C, and now under HHS75P00120P00168. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Health and Human Services or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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Web Content Accessibility Guidelines (WCAG) 2.2

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Web Content Accessibility Guidelines (WCAG) 2.2 covers a wide range of recommendations for making Web content more accessible. Following these guidelines will make content more accessible to a wider range of people with disabilities, including accommodations for blindness and low vision, deafness and hearing loss, limited movement, speech disabilities, photosensitivity, and combinations of these, and some accommodation for learning disabilities and cognitive limitations; but will not address every user need for people with these disabilities.

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Netzwerk Leichte Sprache e.V.: Start-Seite

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Leichte Sprache ist für viele Menschen wichtig. Auf unserer Internet-Seite finden Sie viele Infos dazu. Haben Sie Fragen zur Leichten Sprache? Schreiben Sie uns.

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In ihrem Artikel 9 Absatz 1 verpflichtet die UN-Behindertenrechtskonvention ihre Unterzeichnerstaaten, geeignete Maßnahmen zu treffen, um für Menschen mit Behinderungen gleichberechtigt mit anderen den Zugang

zur physischen Umwelt,

zu Transportmitteln,

zu Information und Kommunikation, einschließlich Informations- und Kommunikationstechnologien und -systemen,

sowie zu anderen Einrichtungen und Diensten, die der Öffentlichkeit in städtischen und ländlichen Gebieten offen stehen oder für sie bereit gestellt werden,

zu gewährleisten.

Die erforderlichen Maßnahmen schließen nach Artikel 9 Absatz 1 Satz 2 der UN-Behindertenrechtskonvention die Feststellung und Beseitigung von Zugangshindernissen und Zugangsbarrieren ein.

Artikel 9 Absatz 2 der UN-Behindertenrechtskonvention konkretisiert die hierfür zu treffenden Maßnahmen. Hierzu zählen zum Beispiel geeignete Maßnahmen, um Mindeststandards und Leitlinien zur Zugänglichkeit von öffentlichen Einrichtungen zu schaffen oder um den Zugang von Menschen mit Behinderungen zu den neuen Informations- und Kommunikationstechnologien zu fördern.

Der innerhalb der UN-Behindertenrechtskonvention eigenständige Artikel 9 zur Zugänglichkeit verdeutlicht, dass die Verwirklichung der Menschenrechte für behinderte Menschen entscheidend von einer zugänglichen Umwelt abhängt.

Bei der Verwirklichung der Teilhabe behinderter Menschen in der Gesellschaft steht in Deutschland die Herstellung von Barrierefreiheit im Vordergrund. Mit dem am 1. Mai 2002 in Kraft getretenen Behindertengleichstellungsgesetz des Bundes (BGG) wurde die Grundlage für eine allgemeine, umfassende barrierefreie Umweltgestaltung geschaffen. Daneben sind insbesondere in den Bereichen Bauen, Wohnen und Verkehr einige Gesetze geändert worden, die auf die Herstellung einer weitreichenden Barrierefreiheit abzielen.

Barrierefrei sind bauliche und sonstige Anlagen, Verkehrsmittel, technische Gebrauchsgegenstände, Systeme der Informationsverarbeitung, akustische und visuelle Informationsquellen und Kommunikationseinrichtungen sowie andere gestaltete Lebensbereiche, wenn sie für behinderte Menschen in der allgemein üblichen Weise, ohne besondere Erschwernis und grundsätzlich ohne fremde Hilfe zugänglich und nutzbar sind.

Das Behindertengleichstellungsgesetz des Bundes wird flankiert von den Gleichstellungsgesetzen der Länder, die für ihren Bereich vergleichbare Regelungen in Kraft gesetzt haben.

Die Herstellung der Barrierefreiheit ist ein dynamischer Prozess, der nur schrittweise und unter Berücksichtigung des Verhältnismäßigkeitsgrundsatzes vollzogen werden kann. Barrierefreiheit ist eine Zielvorgabe für die Gestaltung aller Lebensbereiche. Die einzufordernden Standards der Barrierefreiheit sind einem ständigen Wandel unterworfen. Spezifisch für einzelne Regelungsbereiche werden sie durch DIN-Normen, allgemeine technische Standards und auf der Grundlage des Gleichstellungsgesetzes auch über Programme, Pläne und Zielvereinbarungen festgelegt.

Obwohl aufgrund der langen Lebensdauer vorhandener, vor Inkrafttreten des Behindertengleichstellungsgesetzes noch nicht barrierefrei konzipierter, Infrastruktureinrichtungen und Fahrzeuge der Nachholbedarf nur schrittweise erfüllt werden kann, werden sukzessive bauliche und sonstige Anlagen, Verkehrsmittel, Systeme der Informationsverarbeitung und Kommunikationseinrichtungen so gestaltet, dass sie für behinderte Menschen ohne besondere Erschwernis und grundsätzlich ohne fremde Hilfe nutzbar sind.

Artikel 9 - Zugänglichkeit
(1) Um Menschen mit Behinderungen eine unabhängige Lebensführung und die volle Teilhabe in allen Lebensbereichen zu ermöglichen, treffen die Vertragsstaaten geeignete Maßnahmen mit dem Ziel, für Menschen mit Behinderungen den gleichberechtigten Zugang zur physischen Umwelt, zu Transportmitteln, Information und Kommunikation, einschließlich Informations- und Kommunikationstechnologien und -systemen, sowie zu anderen Einrichtungen und Diensten, die der Öffentlichkeit in städtischen und ländlichen Gebieten offenstehen oder für sie bereitgestellt werden, zu gewährleisten. Diese Maßnahmen, welche die Feststellung und Beseitigung von Zugangshindernissen und -barrieren einschließen, gelten unter anderem für

1. Gebäude, Straßen, Transportmittel sowie andere Einrichtungen in Gebäuden und im Freien, einschließlich Schulen, Wohnhäusern, medizinischer Einrichtungen und Arbeitsstätten;

2. Informations-, Kommunikations- und andere Dienste, einschließlich elektronischer Dienste und Notdienste.

(2) Die Vertragsstaaten treffen außerdem geeignete Maßnahmen,

1. um Mindeststandards und Leitlinien für die Zugänglichkeit von Einrichtungen und Diensten, die der Öffentlichkeit offenstehen oder für sie bereitgestellt werden, auszuarbeiten und zu erlassen und ihre Anwendung zu überwachen;

2. um sicherzustellen, dass private Rechtsträger, die Einrichtungen und Dienste, die der Öffentlichkeit offenstehen oder für sie bereitgestellt werden, anbieten, alle Aspekte der Zugänglichkeit für Menschen mit Behinderungen berücksichtigen;

3. um betroffenen Kreisen Schulungen zu Fragen der Zugänglichkeit für Menschen mit Behinderungen anzubieten;

4. um in Gebäuden und anderen Einrichtungen, die der Öffentlichkeit offenstehen, Beschilderungen in Brailleschrift und in leicht lesbarer und verständlicher Form anzubringen;

5. um menschliche und tierische Hilfe sowie Mittelspersonen, unter anderem Personen zum Führen und Vorlesen sowie professionelle Gebärdensprachdolmetscher und -dolmetscherinnen, zur Verfügung zu stellen mit dem Ziel, den Zugang zu Gebäuden und anderen Einrichtungen, die der Öffentlichkeit offenstehen, zu erleichtern;

6. um andere geeignete Formen der Hilfe und Unterstützung für Menschen mit Behinderungen zu fördern, damit ihr Zugang zu Informationen gewährleistet wird;

7. um den Zugang von Menschen mit Behinderungen zu den neuen Informations- und Kommunikationstechnologien und -systemen, einschließlich des Internets, zu fördern;

8. um die Gestaltung, die Entwicklung, die Herstellung und den Vertrieb zugänglicher Informations- und Kommunikationstechnologien und -systeme in einem frühen Stadium zu fördern, sodass deren Zugänglichkeit mit möglichst geringem Kostenaufwand erreicht wird.

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In ihrem Artikel 9 Absatz 1 verpflichtet die UN-Behindertenrechtskonvention ihre Unterzeichnerstaaten, geeignete Maßnahmen zu treffen, um für Menschen mit Behinderungen gleichberechtigt mit anderen den Zugang zur physischen Umwelt, zu Transportmitteln, zu Information und Kommunikation, einschließlich Informations- und Kommunikationstechnologien und -systemen, sowie zu anderen Einrichtungen und Diensten, die der Öffentlichkeit in...

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Institut für Menschenrechte - UN-BRK  Art 9

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Institut für Menschenrechte - UN-BRK  Art 9

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Artikel 9 UN-BRK (Zugänglichkeit)/Article 9 UN-CRPD (Accessibility) | Institut für Menschenrechte

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Datenbank für Menschenrechte und Behinderungen

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Herzlich Willkommen beim Ersten Aktionsplan zur Umsetzung der UN-Behindertenrechtskonvention in Nürnberg.
Cookies einstellen
Erster Aktionsplan zur Umsetzung der UN-Behindertenrechtskonvention in Nürnberg

Die Inklusion von Menschen mit Behinderung in Nürnberg ist der Stadt Nürnberg ein wichtiges Anliegen. Deswegen wurden in einem breiten Beteiligungsprozess Menschen in Nürnberg um Vorschläge für Maßnahmen gebeten. Zusammen mit bereits bestehenden und geplanten Angeboten der Stadtverwaltung Nürnberg wurde ein Katalog mit über 200 Maßnahmen entwickelt. Diese sind im Aktionsplan zur Umsetzung der UN-Behindertenrechtskonvention zu finden.

Alle Maßnahmen und weitere Informationen finden Sie in der barrierefreien PDF:

Es gibt auch eine Zusammen·fassung in Leichter Sprache:

Die Umsetzung der Maßnahmen

Der Aktionsplan wurde am 15.12.2021 dem Stadtrat der Stadt Nürnberg zum Beschluss vorgelegt. Die Maßnahmen im städtischen Zuständigkeitsbereich sollen nun schrittweise umgesetzt werden.

Sie können sich über den Umsetzungsstand auf dieser Webseite informieren. Die Auswahl wird fortlaufend aktualisiert und erweitert.

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Erster Aktionsplan zur Umsetzung der UN-Behindertenrechtskonvention in Nürnberg

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Zweite Auflage des Nationalen Aktionsplans zur UN-Behinderten­rechtskonvention - kurz NAP 2.0

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Zweite Auflage des Nationalen Aktionsplans zur UN-Behinderten­rechtskonvention - kurz NAP 2.0

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Das Bundeskabinett verabschiedete am 28. Juni 2016 die zweite Auflage des Nationalen Aktionsplans zur UN-Behindertenrechtskonvention - kurz NAP 2.0. Mit dem NAP 2.0 treibt die Bundesregierung die Inklusion von Menschen mit Behinderungen durch gezielte Maßnahmen auf der Bundesebene weiter voran. Er soll dazu beitragen, dass Inklusion als in allen Lebensbereichen zu berücksichtigendes Prinzip Einzug hält. Für Menschen mit Behinderungen bedeutet Inklusion vor allem, Bedingungen vorzufinden, damit sie ihren Aufenthaltsort wählen und entscheiden können, wo und mit wem sie leben, ihre Begabungen und Fähigkeiten ein Leben lang voll zur Entfaltung bringen können und ihren Lebensunterhalt durch frei gewählte oder angenommene Arbeit verdienen können. Dabei ist die Herausforderung und Aufgabe Inklusion in Deutschland längst angekommen. Sie wird von vielen Menschen an vielen Orten selbstverständlich gelebt. Aber sie braucht auch noch viel Anregung, Anschub und Anstoß.

Der NAP 2.0 setzt auf den ersten Aktionsplan aus dem Jahr 2011 auf und enthält 175 Maßnahmen in 13 Handlungsfeldern. Erstmals bringen sich alle Bundesressorts mit unterschiedlichen Aktivitäten, Projekten und Initiativen in den Aktionsplan ein. Erstmals erfolgt eine Einordnung der Maßnahmen in ein Zielsystem, das auf das Verständnis von Behinderung der UN-Behindertenrechtskonvention aufbaut. Das heißt: Behinderung ist als Wechselwirkung zwischen Beeinträchtigung und umwelt- oder einstellungsbedingten Barrieren zu verstehen. Neu ist darüber hinaus die konsequente Rückbindung der Handlungsfelder und Maßnahmen an die UN-Behindertenrechtskonvention und die Bezugnahme auf die Empfehlungen des UN-Fachausschusses. Außerdem greift der NAP 2.0 an vielen Stellen auf die Erkenntnisse aus dem Teilhabebericht der Bundesregierung zurück.

NAP 2.0 - Maßnahmen nach Maßnahmenarten

Ziel des NAP 2.0 ist, durch rechtliche Änderungen, aber auch durch Förderprogramme, Forschungsprojekte und Veranstaltungen der UN-Behindertenrechtskonvention Geltung zu verschaffen und ihre praktische Umsetzung Schritt für Schritt voranzutreiben. Er ist das Ergebnis intensiver Dialoge, an denen insbesondere Menschen mit Behinderungen und ihre Organisationen teilnahmen.

So enthält der NAP 2.0 u.a. wichtige Rechtsetzungsvorhaben, wie die Weiterentwicklung des Behindertengleichstellungsrechts und das Bundesteilhabegesetz. Ein besonderer Schwerpunkt liegt erneut auf Maßnahmen zur Förderung der beruflichen Teilhabe von Menschen mit Behinderungen am Arbeitsleben. Hierzu gibt es gesetzliche Neuregelungen unter dem Stichwort „Budget für Arbeit", aber es werden auch rd. 230 Mio. Euro aus dem Ausgleichsfonds für beschäftigungspolitische Programme in den nächsten Jahren bereitgestellt. Einen Schwerpunkt bildet dabei die nachhaltige Förderung von Integrationsprojekten, die allein mit zusätzlichen 150 Millionen Euro in den nächsten Jahren besonders unterstützt werden. Sie sind Leuchttürme eines inklusiven Arbeitsmarktes.

Maßnahmen des NAP 2.0 im Bereich Arbeit und Beschäftigung

Die Förderung von Barrierefreiheit ist und bleibt eine zentrale Aufgabe in den verschiedenen Handlungsfeldern. Dabei geht es um die Förderung des Abbaus von Barrieren im privaten Wohnraum, z.B. mit dem KfW-Förderprogramm "Altersgerecht Umbauen" über das 3. Programm der Deutschen Bahn AG zur Verbesserung der Barrierefreiheit im Bahnverkehr bis hin zur Einführung eines einheitlichen Kennzeichnungssystems im Tourismussektor.

Weitere auch für Menschen mit Behinderungen wichtige rechtliche Änderungen enthalten das GKV-Versorgungsstärkungsgesetz und das Erste und Zweite Pflegestärkungsgesetz. Damit sollen Menschen mit Behinderungen zukünftig noch zielgerichteter die ihren Bedürfnissen entsprechenden Gesundheits- und Pflegeleistungen erhalten können.

Im Bereich der inklusiven Bildung setzt der NAP 2.0 - soweit dies dem Bund möglich ist - durch Maßnahmen zur Förderung von inklusiver Bildung wieder deutliche Akzente.

Auch finden sich im NAP 2.0 wichtige Forschungsvorhaben. So nehmen z.B. zwei Forschungsvorhaben die rechtliche Betreuung in den Blick, während sich ein weiteres Forschungsvorhaben mit den Möglichkeiten der Vermeidung von medikamentöser Fixierung in Heimen befassen wird.

Die Teilhabeberichterstattung wird zu einem Kompass der Behindertenpolitik für die nächsten Jahre. Durch eine neue Repräsentativbefragung werden erstmals umfassende Daten zur Teilhabesituation von Menschen mit Behinderungen in Deutschland erhoben. Allein für dieses Vorhaben sind in den nächsten Jahren Haushaltsmittel in Höhe von knapp 9 Mio. Euro vorgesehen.

Im Rahmen der ersten Staatenprüfung wurde ausdrücklich positiv gewürdigt, dass Deutschland als Instrument zur Umsetzung der UN-BRK einen Nationalen Aktionsplan verabschiedet hat. Diesen Weg geht die Bundesregierung mit dem jetzt vorgelegten NAP 2.0 konsequent weiter.

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Das Bundeskabinett verabschiedete am 28. Juni 2016 die zweite Auflage des Nationalen Aktionsplans zur UN-Behindertenrechtskonvention - kurz NAP 2.0. Mit dem NAP 2.0 treibt die Bundesregierung die Inklusion von Menschen mit Behinderungen durch gezielte Maßnahmen auf der Bundesebene weiter voran. Er soll dazu beitragen, dass Inklusion als in allen Lebensbereichen zu berücksichtigendes Prinzip Einzug hält.

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Barrierefreies Design in der Informations- und Kommunikationstechnik ist entscheidend für die inklusive Teilhabe von Menschen mit Behinderung an der Gesellschaft. Der Arbeitskreis Barrierefreiheit arbeitet an Regelwerken auf nationaler und internationaler Ebene mit.

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Barrierefreie Informationstechnik bzw. digitale Barrierefreiheit …

… ist die (gesetzliche) Verpflichtung

wahrnehmbare, robuste, bedienbare, verständliche  Anwendungen (IKT) zu erstellen, die an den Bedürfnissen von Menschen mit Behinderung ausgerichtet sind.

Wahrnehmbarkeit, Robustheit, Bedienbarkeit, Verständlichkeit nennt man (Frau auch) die 4 Prinzipien der Barrierefreiheit und Unterteilt die Kriterien der Barrierefreiheit in entsprechende Kapitel (vgl. Richtlinien für die Barrierefreiheit von Webinhalten (WCAG) 2.2 oder EN 301 549)

Durch das BFSG muss die Definition wohl erweitert werden, weil, wie oben angegeben, auch Hardware als IKT einbezogen werden muss.

Das Gesetz zur Gleichstellung behinderter Menschen (BGG) verdeutlich an vielen Stellen, dass Menschen mit Behinderung "geeignete Kommunikationsmittel" verwenden dürfen, was bedeutet, dass assistive Technologien grundsätzlich für barrierefreie Anwendungen funktionieren müssen.

Im Rahmen von Vorgängen im gesetzlichen Umfeld müssen Gebärdendolmetscher und Blindenhunde akzeptiert werden.

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Abstract

Web Content Accessibility Guidelines (WCAG) 2.2 covers a wide range of recommendations for making Web content more accessible. Following these guidelines will make content more accessible to a wider range of people with disabilities, including accommodations for blindness and low vision, deafness and hearing loss, limited movement, speech disabilities, photosensitivity, and combinations of these, and some accommodation for learning disabilities and cognitive limitations; but will not address every user need for people with these disabilities. These guidelines address accessibility of web content on desktops, laptops, tablets, and mobile devices. Following these guidelines will also often make Web content more usable to users in general.

WCAG 2.2 success criteria are written as testable statements that are not technology-specific. Guidance about satisfying the success criteria in specific technologies, as well as general information about interpreting the success criteria, is provided in separate documents. See Web Content Accessibility Guidelines (WCAG) Overview for an introduction and links to WCAG technical and educational material.

WCAG 2.2 extends Web Content Accessibility Guidelines 2.1 [], which was published as a W3C Recommendation June 2018. Content that conforms to WCAG 2.2 also conforms to WCAG 2.0 and WCAG 2.1. The WG intends that for policies requiring conformance to WCAG 2.0 or WCAG 2.1, WCAG 2.2 can provide an alternate means of conformance. The publication of WCAG 2.2 does not deprecate or supersede WCAG 2.0 or WCAG 2.1. While WCAG 2.0 and WCAG 2.1 remain W3C Recommendations, the W3C advises the use of WCAG 2.2 to maximize future applicability of accessibility efforts. The W3C also encourages use of the most current version of WCAG when developing or updating Web accessibility policies.

Status of This Document
This section describes the status of this document at the time of its publication. A list of current W3C publications and the latest revision of this technical report can be found in theW3C technical reports index at https://www.w3.org/TR/.
To comment, file an issue in the W3C WCAG GitHub repository. Although the proposed Success Criteria in this document reference issues tracking discussion, the Working Group requests that public comments be filed as new issues, one issue per discrete comment. It is free to create a GitHub account to file issues. If filing issues in GitHub is not feasible, send email to public-agwg-comments@w3.org ( comment archive).

This document was published by the Accessibility Guidelines Working Group as a Recommendation using the Recommendation track.

W3C recommends the wide deployment of this specification as a standard for the Web.

A W3C Recommendation is a specification that, after extensive consensus-building, is endorsed by W3C and its Members, and has commitments from Working Group members to royalty-free licensing for implementations.

This document was produced by a group operating under the 1 August 2017 W3C Patent Policy. W3C maintains a public list of any patent disclosures made in connection with the deliverables of the group; that page also includes instructions for disclosing a patent. An individual who has actual knowledge of a patent which the individual believes contains Essential Claim(s) must disclose the information in accordance with section 6 of the W3C Patent Policy.

This document is governed by the 12 June 2023 W3C Process Document.

This section is non-normative.

Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.

WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [] and WCAG 2.1 [], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.

Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.

Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:

Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.

The individuals and organizations that use WCAG vary widely and include Web designers and developers, policy makers, purchasing agents, teachers, and students. In order to meet the varying needs of this audience, several layers of guidance are provided including overall principles, general guidelines, testable success criteria and a rich collection of sufficient techniques, advisory techniques, and documented common failures with examples, resource links and code.

Principles - At the top are four principles that provide the foundation for Web accessibility: perceivable, operable, understandable, and robust. See also Understanding the Four Principles of Accessibility.

Guidelines - Under the principles are guidelines. The 13 guidelines provide the basic goals that authors should work toward in order to make content more accessible to users with different disabilities. The guidelines are not testable, but provide the framework and overall objectives to help authors understand the success criteria and better implement the techniques.

Sufficient and Advisory Techniques - For each of the guidelines and success criteria in the WCAG 2.2 document itself, the working group has also documented a wide variety of techniques. The techniques are informative and fall into two categories: those that are sufficient for meeting the success criteria and those that are advisory. The advisory techniques go beyond what is required by the individual success criteria and allow authors to better address the guidelines. Some advisory techniques address accessibility barriers that are not covered by the testable success criteria. Where common failures are known, these are also documented. See also Sufficient and Advisory Techniques in Understanding WCAG 2.2.

All of these layers of guidance (principles, guidelines, success criteria, and sufficient and advisory techniques) work together to provide guidance on how to make content more accessible. Authors are encouraged to view and apply all layers that they are able to, including the advisory techniques, in order to best address the needs of the widest possible range of users.

Note that even content that conforms at the highest level (AAA) will not be accessible to individuals with all types, degrees, or combinations of disability, particularly in the cognitive, language, and learning areas. Authors are encouraged to consider the full range of techniques, including the advisory techniques, Making Content Usable for People with Cognitive and Learning Disabilities, as well as to seek relevant advice about current best practice to ensure that Web content is accessible, as far as possible, to this community. Metadata may assist users in finding content most suitable for their needs.

The WCAG 2.2 document is designed to meet the needs of those who need a stable, referenceable technical standard. Other documents, called supporting documents, are based on the WCAG 2.2 document and address other important purposes, including the ability to be updated to describe how WCAG would be applied with new technologies. Supporting documents include:

See Web Content Accessibility Guidelines (WCAG) Overview for a description of the WCAG 2.2 supporting material, including education resources related to WCAG 2. Additional resources covering topics such as the business case for Web accessibility, planning implementation to improve the accessibility of Web sites, and accessibility policies are listed in WAI Resources.

WCAG 2.2 meets a set of requirements for WCAG 2.2 which, in turn, inherit requirements from previous WCAG 2 versions. Requirements structure the overall framework of guidelines and ensure backwards compatibility. The Working Group also used a less formal set of acceptance criteria for success criteria, to help ensure success criteria are similar in style and quality to those in WCAG 2.0. These requirements constrained what could be included in WCAG 2.2. This constraint was important to preserve its nature as a dot-release of WCAG 2.

WCAG 2.2 was initiated with the goal to continue the work of WCAG 2.1: Improving accessibility guidance for three major groups: users with cognitive or learning disabilities, users with low vision, and users with disabilities on mobile devices. Many ways to meet these needs were proposed and evaluated, and a set of these were refined by the Working Group. Structural requirements inherited from WCAG 2.0, clarity and impact of proposals, and timeline led to the final set of success criteria included in this version. The Working Group considers that WCAG 2.2 incrementally advances web content accessibility guidance for all these areas, but underscores that not all user needs are met by these guidelines.

WCAG 2.2 builds on and is backwards compatible with WCAG 2.1, meaning web pages that conform to WCAG 2.2 are at least as accessible as pages that conform to WCAG 2.1. Requirements have been added that build on 2.1 and 2.0. WCAG 2.2 has removed one success criterion, 4.1.1 Parsing. Authors that are required by policy to conform with WCAG 2.0 or 2.1 will be able to update content to WCAG 2.2, but may need to continue to test and report 4.1.1. Authors following more than one version of the guidelines should be aware of the following additions.

WCAG 2.2 extends WCAG 2.1 by adding new success criteria, definitions to support them, and guidelines to organize the additions. This additive approach helps to make it clear that sites which conform to WCAG 2.2 also conform to WCAG 2.1. The Accessibility Guidelines Working Group recommends that sites adopt WCAG 2.2 as their new conformance target, even if formal obligations mention previous versions, to provide improved accessibility and to anticipate future policy changes.

The following success criteria are new in WCAG 2.2:

The new success criteria may reference new terms that have also been added to the glossary and form part of the normative requirements of the success criteria.

WCAG 2.2 also introduces new sections detailing aspects of the specification which may impact privacy and security.

In order to avoid confusion for implementers for whom backwards compatibility to WCAG 2 versions is important, new success criteria in WCAG 2.2 have been appended to the end of the set of success criteria within their guideline. This avoids the need to change the section number of success criteria from WCAG 2, which would be caused by inserting new success criteria between existing success criteria in the guideline, but it means success criteria in each guideline are no longer grouped by conformance level. The order of success criteria within each guideline does not imply information about conformance level; only the conformance level indicator (A / AA / AAA) on the success criterion itself indicates this. The WCAG 2.2 Quick Reference will provide a way to view success criteria grouped by conformance level, along with many other filter and sort options.

WCAG 2.2 uses the same conformance model as WCAG 2.0. It is intended that sites that conform to WCAG 2.2 also conform to WCAG 2.0 and WCAG 2.1, which means they meet the requirements of any policies that reference WCAG 2.0 or WCAG 2.1, while also better meeting the needs of users on the current Web.

In parallel with WCAG 2.2, the Accessibility Guidelines Working Group is developing another major version of accessibility guidelines. The result of this work is expected to be a more substantial restructuring of web accessibility guidance than would be realistic for dot-releases of WCAG 2. The work follows a research-focused, user-centered design methodology to produce the most effective and flexible outcome, including the roles of content authoring, user agent support, and authoring tool support. This is a multi-year effort, so WCAG 2.2 is needed as an interim measure to provide updated web accessibility guidance to reflect changes on the web since the publication of WCAG 2.0. The Working Group might also develop additional interim versions, continuing with WCAG 2.2, on a similar short timeline to provide additional support while the major version is completed.

This section lists requirements for conformance to WCAG 2.2. It also gives information about how to make conformance claims, which are optional. Finally, it describes what it means to be accessibility supported, since only accessibility-supported ways of using technologies can be relied upon for conformance. Understanding Conformance includes further explanation of the accessibility-supported concept.

The main content of WCAG 2.2 is normative and defines requirements that impact conformance claims. Introductory material, appendices, sections marked as "non-normative", diagrams, examples, and notes are informative (non-normative). Non-normative material provides advisory information to help interpret the guidelines but does not create requirements that impact a conformance claim.

The key words MAY, MUST, MUST NOT, NOT RECOMMENDED, RECOMMENDED, SHOULD, and SHOULD NOT are to be interpreted as described in [].

In order for a Web page to conform to WCAG 2.2, all of the following conformance requirements must be satisfied:

One of the following levels of conformance is met in full.

For Level A conformance (the minimum level of conformance), the Web page satisfies all the Level A Success Criteria, or a conforming alternate version is provided.

For Level AA conformance, the Web page satisfies all the Level A and Level AA Success Criteria, or a Level AA conforming alternate version is provided.

For Level AAA conformance, the Web page satisfies all the Level A, Level AA and Level AAA Success Criteria, or a Level AAA conforming alternate version is provided.

Conformance (and conformance level) is for full Web page(s) only, and cannot be achieved if part of a Web page is excluded.

When a Web page is one of a series of Web pages presenting a process (i.e., a sequence of steps that need to be completed in order to accomplish an activity), all Web pages in the process conform at the specified level or better. (Conformance is not possible at a particular level if any page in the process does not conform at that level or better.)

An online store has a series of pages that are used to select and purchase products. All pages in the series from start to finish (checkout) conform in order for any page that is part of the process to conform.

1. when any technology that is not relied upon is turned on in a user agent,

2. when any technology that is not relied upon is turned off in a user agent, and

3. when any technology that is not relied upon is not supported by a user agent

In addition, the following success criteria apply to all content on the page, including content that is not otherwise relied upon to meet conformance, because failure to meet them could interfere with any use of the page:

1.4.2 - Audio Control,

2.1.2 - No Keyboard Trap,

2.3.1 - Three Flashes or Below Threshold, and

2.2.2 - Pause, Stop, Hide.

For more information, including examples, see Understanding Conformance Requirements.

Conformance is defined only for Web pages. However, a conformance claim may be made to cover one page, a series of pages, or multiple related Web pages.

Conformance claims are not required. Authors can conform to WCAG 2.2 without making a claim. However, if a conformance claim is made, then the conformance claim must include the following information:

1. Date of the claim

2. Guidelines title, version and URI "Web Content Accessibility Guidelines 2.2 at https://www.w3.org/TR/WCAG22/"

3. Conformance level satisfied: (Level A, AA or AAA)

4. A concise description of the Web pages, such as a list of URIs for which the claim is made, including whether subdomains are included in the claim.

The Web pages may be described by list or by an expression that describes all of the URIs included in the claim.

Web-based products that do not have a URI prior to installation on the customer's Web site may have a statement that the product would conform when installed.

5. A list of the Web content technologies relied upon.

In addition to the required components of a conformance claim above, consider providing additional information to assist users. Recommended additional information includes:

A list of success criteria beyond the level of conformance claimed that have been met. This information should be provided in a form that users can use, preferably machine-readable metadata.

A list of the specific technologies that are " used but not relied upon."

A list of user agents, including assistive technologies that were used to test the content.

A list of specific accessibility characteristics of the content, provided in machine-readable metadata.

Information about any additional steps taken that go beyond the success criteria to enhance accessibility.

A machine-readable metadata version of the list of specific technologies that are relied upon.

A machine-readable metadata version of the conformance claim.

Web pages that will later have additional content added can use a 'statement of partial conformance'. For example, an email program, a blog, an article that allows users to add comments, or applications supporting user-contributed content. Another example would be a page, such as a portal or news site, composed of content aggregated from multiple contributors, or sites that automatically insert content from other sources over time, such as when advertisements are inserted dynamically.

In these cases, it is not possible to know at the time of original posting what the uncontrolled content of the pages will be. It is important to note that the uncontrolled content can affect the accessibility of the controlled content as well. Two options are available:

1. A determination of conformance can be made based on best knowledge. If a page of this type is monitored and repaired (non-conforming content is removed or brought into conformance) within two business days, then a determination or claim of conformance can be made since, except for errors in externally contributed content which are corrected or removed when encountered, the page conforms. No conformance claim can be made if it is not possible to monitor or correct non-conforming content;
OR

2. A "statement of partial conformance" may be made that the page does not conform, but could conform if certain parts were removed. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.2 at level X if the following parts from uncontrolled sources were removed." In addition, the following would also be true of uncontrolled content that is described in the statement of partial conformance:

1. It is not content that is under the author's control.

2. It is described in a way that users can identify (e.g., they cannot be described as "all parts that we do not control" unless they are clearly marked as such.)

A "statement of partial conformance due to language" may be made when the page does not conform, but would conform if accessibility support existed for (all of) the language(s) used on the page. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.2 at level X if accessibility support existed for the following language(s):"

This section is non-normative.
Success Criteria within this specification which the Working Group has identified possible implications for privacy, either by providing protections for end users or which are important for web site providers to take in to consideration when implementing features designed to protect user privacy, are listed below. This list reflects the current understanding of the Working Group but other Success Criteria may have privacy implications that the Working Group is not aware of at the time of publishing.

Success Criteria within this specification that may relate to privacy are:

This section is non-normative.
Success Criteria within this specification which the Working Group has identified possible implications for security, either by providing protections for end users or which are important for web site providers to take in to consideration when implementing features designed to protect user security, are listed below. This list reflects the current understanding of the Working Group but other Success Criteria may have security implications that the Working Group is not aware of at the time of publishing.

Success Criteria within this specification that may relate to security are:

abbreviation

shortened form of a word, phrase, or name where the abbreviation has not become part of the language

1. initialisms are shortened forms of a name or phrase made from the initial letters of words or syllables contained in that name or phrase

Not defined in all languages.

SNCF is a French initialism that contains the initial letters of the Société Nationale des Chemins de Fer, the French national railroad.

ESP is an initialism for extrasensory perception.

2. acronyms are abbreviated forms made from the initial letters or parts of other words (in a name or phrase) which may be pronounced as a word

NOAA is an acronym made from the initial letters of the National Oceanic and Atmospheric Administration in the United States.

accessibility supported

supported by users' assistive technologies as well as the accessibility features in browsers and other user agents

To qualify as an accessibility-supported use of a Web content technology (or feature of a technology), both 1 and 2 must be satisfied for a Web content technology (or feature):

1. The way that the Web content technology is used must be supported by users' assistive technology (AT). This means that the way that the technology is used has been tested for interoperability with users' assistive technology in the human language(s) of the content,
AND

2. The Web content technology must have accessibility-supported user agents that are available to users. This means that at least one of the following four statements is true:

1. The technology is supported natively in widely-distributed user agents that are also accessibility supported (such as HTML and CSS);
OR

2. The technology is supported in a widely-distributed plug-in that is also accessibility supported;
OR

3. The content is available in a closed environment, such as a university or corporate network, where the user agent required by the technology and used by the organization is also accessibility supported;
OR

4. The user agent(s) that support the technology are accessibility supported and are available for download or purchase in a way that:

does not cost a person with a disability any more than a person without a disability and

is as easy to find and obtain for a person with a disability as it is for a person without disabilities.

alternative for time-based media

ambiguous to users in general

picture created by a spatial arrangement of characters or glyphs (typically from the 95 printable characters defined by ASCII)

assistive technology (as used in this document)

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements of users with disabilities that go beyond those offered by mainstream user agents

Assistive technologies that are important in the context of this document include the following:

screen magnifiers, and other visual reading assistants, which are used by people with visual, perceptual and physical print disabilities to change text font, size, spacing, color, synchronization with speech, etc. in order to improve the visual readability of rendered text and images;

screen readers, which are used by people who are blind to read textual information through synthesized speech or braille;

text-to-speech software, which is used by some people with cognitive, language, and learning disabilities to convert text into synthetic speech;

speech recognition software, which may be used by people who have some physical disabilities;

alternative keyboards, which are used by people with certain physical disabilities to simulate the keyboard (including alternate keyboards that use head pointers, single switches, sip/puff and other special input devices.);

alternative pointing devices, which are used by people with certain physical disabilities to simulate mouse pointing and button activations.

audio description

narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone

a time-based presentation that contains only audio (no video and no interaction)

switch back and forth between two visual states in a way that is meant to draw attention

blocks of text

more than one sentence of text

initialism for "Completely Automated Public Turing test to tell Computers and Humans Apart"

synchronized visual and/or text alternative for both speech and non-speech audio information needed to understand the media content

changes of context

major changes that, if made without user awareness, can disorient users who are not able to view the entire page simultaneously

Changes in context include changes of:

Opening a new window, moving focus to a different component, going to a new page (including anything that would look to a user as if they had moved to a new page) or significantly re-arranging the content of a page are examples of changes of context.

Cognitive function test

[New]

A task that requires the user to remember, manipulate, or transcribe information. Examples include, but are not limited to:

memorization, such as remembering a username, password, set of characters, images, or patterns. The common identifiers name, e-mail, and phone number are not considered cognitive function tests as they are personal to the user and consistent across Web sites;

transcription, such as typing in characters;

use of correct spelling;

performance of calculations;

solving of puzzles.

conformance

satisfying all the requirements of a given standard, guideline or specification

conforming alternate version

version that

1. conforms at the designated level, and

2. provides all of the same information and functionality in the same human language, and

3. is as up to date as the non-conforming content, and

4. for which at least one of the following is true:

1. the conforming version can be reached from the non-conforming page via an accessibility-supported mechanism, or

2. the non-conforming version can only be reached from the conforming version, or

3. the non-conforming version can only be reached from a conforming page that also provides a mechanism to reach the conforming version

See Understanding Conforming Alternate Versions

content (Web content)

context-sensitive help

contrast ratio

(L1 + 0.05) / (L2 + 0.05), where

correct reading sequence

any sequence where words and paragraphs are presented in an order that does not change the meaning of the content

visual angle of about 0.0213 degrees

A CSS pixel is the canonical unit of measure for all lengths and measurements in CSS. This unit is density-independent, and distinct from actual hardware pixels present in a display. User agents and operating systems should ensure that a CSS pixel is set as closely as possible to the CSS Values and Units Module Level 3 reference pixel [css3-values], which takes into account the physical dimensions of the display and the assumed viewing distance (factors that cannot be determined by content authors).

platform event that occurs when the trigger stimulus of a pointer is depressed

The down-event may have different names on different platforms, such as "touchstart" or "mousedown".

dragging movement

[New]

an operation where the pointer engages with an element on the down-event and the element (or a representation of its position) follows the pointer until an up-event

a sudden, unexpected situation or occurrence that requires immediate action to preserve health, safety, or property

[New]

solidly bounds or surrounds

if removed, would fundamentally change the information or functionality of the content, and information and functionality cannot be achieved in another way that would conform

extended audio description

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description

a pair of opposing changes in relative luminance that can cause seizures in some people if it is large enough and in the right frequency range

focus indicator

[New]

pixels that are changed to visually indicate when a user interface component is in a focused state

functionality

processes and outcomes achievable through user action

general flash and red flash thresholds

a flash or rapidly changing image sequence is below the threshold (i.e., content passes) if any of the following are true:

1. there are no more than three general flashes and / or no more than three red flashes within any one-second period; or

2. the combined area of flashes occurring concurrently occupies no more than a total of .006 steradians within any 10 degree visual field on the screen (25% of any 10 degree visual field on the screen) at typical viewing distance

where:

A general flash is defined as a pair of opposing changes in relative luminance of 10% or more of the maximum relative luminance (1.0) where the relative luminance of the darker image is below 0.80; and where "a pair of opposing changes" is an increase followed by a decrease, or a decrease followed by an increase, and

A red flash is defined as any pair of opposing transitions involving a saturated red

Exception: Flashing that is a fine, balanced, pattern such as white noise or an alternating checkerboard pattern with "squares" smaller than 0.1 degree (of visual field at typical viewing distance) on a side does not violate the thresholds.

The new working definition in the field for "pair of opposing transitions involving a saturated red" (from WCAG 2.2) is a pair of opposing transitions where, one transition is either to or from a state with a value R/(R + G + B) that is greater than or equal to 0.8, and the difference between states is more than 0.2 (unitless) in the CIE 1976 UCS chromaticity diagram. [ISO_9241-391]

human language

language that is spoken, written or signed (through visual or tactile means) to communicate with humans

phrase whose meaning cannot be deduced from the meaning of the individual words and the specific words cannot be changed without losing the meaning

In English, "spilling the beans" means "revealing a secret." However, "knocking over the beans" or "spilling the vegetables" does not mean the same thing.

In Japanese, the phrase "さじを投げる" literally translates into "he throws a spoon," but it means that there is nothing he can do and finally he gives up.

In Dutch, "Hij ging met de kippen op stok" literally translates into "He went to roost with the chickens," but it means that he went to bed early.

image of text

text that has been rendered in a non-text form (e.g., an image) in order to achieve a particular visual effect

A person's name on a nametag in a photograph.

informative

for information purposes and not required for conformance

input error

information provided by the user that is not accepted

This includes:

1. Information that is required by the Web page but omitted by the user

2. Information that is provided by the user but that falls outside the required data format or values

keyboard interface

interface used by software to obtain keystroke input

A keyboard interface allows users to provide keystroke input to programs even if the native technology does not contain a keyboard.

A touchscreen PDA has a keyboard interface built into its operating system as well as a connector for external keyboards. Applications on the PDA can use the interface to obtain keyboard input either from an external keyboard or from other applications that provide simulated keyboard output, such as handwriting interpreters or speech-to-text applications with "keyboard emulation" functionality.

keyboard shortcut

alternative means of triggering an action by the pressing of one or more keys

large scale (text)

with at least 18 point or 14 point bold or font size that would yield equivalent size for Chinese, Japanese and Korean (CJK) fonts

legal commitments

link purpose

nature of the result obtained by activating a hyperlink

information captured from a real-world event and transmitted to the receiver with no more than a broadcast delay

lower secondary education level

the two or three year period of education that begins after completion of six years of school and ends nine years after the beginning of primary education

This definition is based on the International Standard Classification of Education [].

process or technique for achieving a result

media alternative for text

motion animation

minimum bounding box

[New]

the smallest enclosing rectangle aligned to the horizontal axis within which all the points of a shape lie. For components which wrap onto multiple lines as part of a sentence or block of text (such as hypertext links), the bounding box is based on how the component would appear on a single line.

text by which software can identify a component within Web content to the user

navigated in the order defined for advancing focus (from one element to the next) using a keyboard interface

non-text content

any content that is not a sequence of characters that can be programmatically determined or where the sequence is not expressing something in human language

required for conformance

on a full-screen window

stopped by user request and not resumed until requested by user

[New]

continuous line forming the boundary of a shape not including shared pixels, or the minimum bounding box, whichever is shortest.

The perimeter calculation for a 2 CSS pixel perimeter around a rectangle is 4 h+4 w, where h is the height and w is the width. For a 2 CSS pixel perimeter around a circle it is 4𝜋 r.

pointer input

input from a device that can target a specific coordinate (or set of coordinates) on a screen, such as a mouse, pen, or touch contact

prerecorded

information that is not live

presentation

rendering of the content in a form to be perceived by users

primary education level

six year time period that begins between the ages of five and seven, possibly without any previous education

This definition is based on the International Standard Classification of Education [].

series of user actions where each action is required in order to complete an activity

Successful use of a series of Web pages on a shopping site requires users to view alternative products, prices and offers, select products, submit an order, provide shipping information and provide payment information.

An account registration page requires successful completion of a Turing test before the registration form can be accessed.

programmatically determined (programmatically determinable)

determined by software from author-supplied data provided in a way that different user agents, including assistive technologies, can extract and present this information to users in different modalities

Determined in a markup language from elements and attributes that are accessed directly by commonly available assistive technology.

Determined from technology-specific data structures in a non-markup language and exposed to assistive technology via an accessibility API that is supported by commonly available assistive technology.

programmatically determined link context

additional information that can be programmatically determined from relationships with a link, combined with the link text, and presented to users in different modalities

In HTML, information that is programmatically determinable from a link in English includes text that is in the same paragraph, list, or table cell as the link or in a table header cell that is associated with the table cell that contains the link.

programmatically set

set by software using methods that are supported by user agents, including assistive technologies

pure decoration

serving only an aesthetic purpose, providing no information, and having no functionality

The cover page of a dictionary has random words in very light text in the background.

real-time event

event that a) occurs at the same time as the viewing and b) is not completely generated by the content

A Webcast of a live performance (occurs at the same time as the viewing and is not prerecorded).

An on-line auction with people bidding (occurs at the same time as the viewing).

Live humans interacting in a virtual world using avatars (is not completely generated by the content and occurs at the same time as the viewing).

relationships

meaningful associations between distinct pieces of content

relative luminance

the relative brightness of any point in a colorspace, normalized to 0 for darkest black and 1 for lightest white

For the sRGB colorspace, the relative luminance of a color is defined as L = 0.2126 * R + 0.7152 * G + 0.0722 * B where R, G and B are defined as:

if RsRGB <= 0.04045 then R = RsRGB/12.92 else R = ((RsRGB+0.055)/1.055) ^ 2.4

if GsRGB <= 0.04045 then G = GsRGB/12.92 else G = ((GsRGB+0.055)/1.055) ^ 2.4

if BsRGB <= 0.04045 then B = BsRGB/12.92 else B = ((BsRGB+0.055)/1.055) ^ 2.4

and RsRGB, GsRGB, and BsRGB are defined as:

The "^" character is the exponentiation operator. (Formula taken from [].)

relied upon (technologies that are)

the content would not conform if that technology is turned off or is not supported

same functionality

same relative order

satisfies a success criterion

the success criterion does not evaluate to 'false' when applied to the page

set of web pages

collection of web pages that share a common purpose and that are created by the same author, group or organization

Examples include:

a publication which is split across multiple Web pages, where each page contains one chapter or other significant section of the work. The publication is logically a single contiguous unit, and contains navigation features that enable access to the full set of pages.

an e-commerce website shows products in a set of Web pages that all share the same navigation and identification. However, when progressing to the checkout process, the template changes; the navigation and other elements are removed, so the pages in that process are functionally and visually different. The checkout pages are not part of the set of product pages.

a blog on a sub-domain (e.g. blog.example.com) which has a different navigation and is authored by a distinct set of people from the pages on the primary domain (example.com).

sign language

a language using combinations of movements of the hands and arms, facial expressions, or body positions to convey meaning

sign language interpretation

translation of one language, generally a spoken language, into a sign language

single pointer

pointer input that operates with one point of contact with the screen, including single taps and clicks, double-taps and clicks, long presses, and path-based gestures

specific sensory experience

dynamic property expressing characteristics of a user interface component that may change in response to user action or automated processes

States do not affect the nature of the component, but represent data associated with the component or user interaction possibilities. Examples include focus, hover, select, press, check, visited/unvisited, and expand/collapse.

status message

change in content that is not a change of context, and that provides information to the user on the success or results of an action, on the waiting state of an application, on the progress of a process, or on the existence of errors

1. The way the parts of a Web page are organized in relation to each other; and

2. The way a collection of Web pages is organized

style property

property whose value determines the presentation (e.g. font, color, size, location, padding, volume, synthesized speech prosody) of content elements as they are rendered (e.g. onscreen, via loudspeaker, via braille display) by user agents

Style properties can have several origins:

User agent default styles: The default style property values applied in the absence of any author or user styles. Some web content technologies specify a default rendering, others do not;

Author styles: Style property values that are set by the author as part of the content (e.g. in-line styles, author style sheets);

User styles: Style property values that are set by the user (e.g. via user agent interface settings, user style sheets)

supplemental content

additional content that illustrates or clarifies the primary content

An audio version of a Web page.

An illustration of a complex process.

A paragraph summarizing the major outcomes and recommendations made in a research study.

synchronized media

technology (Web content)

mechanism for encoding instructions to be rendered, played or executed by user agents

Some common examples of Web content technologies include HTML, CSS, SVG, PNG, PDF, Flash, and JavaScript.

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language

text alternative

Text that is programmatically associated with non-text content or referred to from text that is programmatically associated with non-text content. Programmatically associated text is text whose location can be programmatically determined from the non-text content.

An image of a chart is described in text in the paragraph after the chart. The short text alternative for the chart indicates that a description follows.

platform event that occurs when the trigger stimulus of a pointer is released

The up-event may have different names on different platforms, such as "touchend" or "mouseup".

used in an unusual or restricted way

any software that retrieves and presents Web content for users

Web browsers, media players, plug-ins, and other programs - including assistive technologies - that help in retrieving, rendering, and interacting with Web content.

user-controllable

data that is intended to be accessed by users

Name and address fields for a user's account.

user interface component

a part of the content that is perceived by users as a single control for a distinct function

An applet has a "control" that can be used to move through content by line or page or random access. Since each of these would need to have a name and be settable independently, they would each be a "user interface component."

user inactivity

any continuous period of time where no user actions occur

The method of tracking will be determined by the web site or application.

a time-based presentation that contains only video (no audio and no interaction)

object in which the user agent presents content

visually customized

the font, size, color, and background can be set

a non-embedded resource obtained from a single URI using HTTP plus any other resources that are used in the rendering or intended to be rendered together with it by a user agent

A Web resource including all embedded images and media.

A Web mail program built using Asynchronous JavaScript and XML (AJAX). The program lives entirely at http://example.com/mail, but includes an inbox, a contacts area and a calendar. Links or buttons are provided that cause the inbox, contacts, or calendar to display, but do not change the URI of the page as a whole.

A customizable portal site, where users can choose content to display from a set of different content modules.

When you enter "http://shopping.example.com/" in your browser, you enter a movie-like interactive shopping environment where you visually move around in a store dragging products off of the shelves around you and into a visual shopping cart in front of you. Clicking on a product causes it to be demonstrated with a specification sheet floating alongside. This might be a single-page Web site or just one page within a Web site.

This section contains a listing of common user interface component input purposes. The terms below are not keywords that must be used, but instead represent purposes that must be captured in the taxonomy adopted by a webpage. Where applicable, authors mark up controls with the chosen taxonomy to indicate the semantic purpose. This provides the potential for user agents and assistive technologies to apply personalized presentations that can enable more people to understand and use the content.

The list of input type purposes is based on the control purposes defined in the HTML specification's Autofill section, but it is important to understand that a different technology may have some or all of the same concepts defined in its specification and only the concepts that are mapped to the meanings below are required.

The following input control purposes are intended to relate to the user of the content and pertain only to information related to that individual.

name - Full name

honorific-prefix - Prefix or title (e.g., "Mr.", "Ms.", "Dr.", "Mlle")

given-name - Given name (in some Western cultures, also known as the first name)

additional-name - Additional names (in some Western cultures, also known as middle names, forenames other than the first name)

family-name - Family name (in some Western cultures, also known as the last name or surname)

honorific-suffix - Suffix (e.g., "Jr.", "B.Sc.", "MBASW", "II")

nickname - Nickname, screen name, handle: a typically short name used instead of the full name

organization-title - Job title (e.g., "Software Engineer", "Senior Vice President", "Deputy Managing Director")

username - A username

new-password - A new password (e.g., when creating an account or changing a password)

current-password - The current password for the account identified by the username field (e.g., when logging in)

organization - Company name corresponding to the person, address, or contact information in the other fields associated with this field

street-address - Street address (multiple lines, newlines preserved)

address-line1 - Street address (one line per field, line 1)

address-line2 - Street address (one line per field, line 2)

address-line3 - Street address (one line per field, line 3)

address-level4 - The most fine-grained administrative level, in addresses with four administrative levels

address-level3 - The third administrative level, in addresses with three or more administrative levels

address-level2 - The second administrative level, in addresses with two or more administrative levels; in the countries with two administrative levels, this would typically be the city, town, village, or other locality within which the relevant street address is found

address-level1 - The broadest administrative level in the address, i.e., the province within which the locality is found; for example, in the US, this would be the state; in Switzerland it would be the canton; in the UK, the post town

country - Country code

country-name - Country name

postal-code - Postal code, post code, ZIP code, CEDEX code (if CEDEX, append "CEDEX", and the dissement, if relevant, to the address-level2 field)

cc-name - Full name as given on the payment instrument

cc-given-name - Given name as given on the payment instrument (in some Western cultures, also known as the first name)

cc-additional-name - Additional names given on the payment instrument (in some Western cultures, also known as middle names, forenames other than the first name)

cc-family-name - Family name given on the payment instrument (in some Western cultures, also known as the last name or surname)

cc-number - Code identifying the payment instrument (e.g., the credit card number)

cc-exp - Expiration date of the payment instrument

cc-exp-month - Month component of the expiration date of the payment instrument

cc-exp-year - Year component of the expiration date of the payment instrument

cc-csc - Security code for the payment instrument (also known as the card security code (CSC), card validation code (CVC), card verification value (CVV), signature panel code (SPC), credit card ID (CCID), etc)

cc-type - Type of payment instrument

transaction-currency - The currency that the user would prefer the transaction to use

transaction-amount - The amount that the user would like for the transaction (e.g., when entering a bid or sale price)

language - Preferred language

bday - Birthday

bday-day - Day component of birthday

bday-month - Month component of birthday

bday-year - Year component of birthday

sex - Gender identity (e.g., Female, Fa'afafine)

url - Home page or other Web page corresponding to the company, person, address, or contact information in the other fields associated with this field

photo - Photograph, icon, or other image corresponding to the company, person, address, or contact information in the other fields associated with this field

tel - Full telephone number, including country code

tel-country-code - Country code component of the telephone number

tel-national - Telephone number without the country code component, with a country-internal prefix applied if applicable

tel-area-code - Area code component of the telephone number, with a country-internal prefix applied if applicable

tel-local - Telephone number without the country code and area code components

tel-local-prefix - First part of the component of the telephone number that follows the area code, when that component is split into two components

tel-local-suffix - Second part of the component of the telephone number that follows the area code, when that component is split into two components

tel-extension - Telephone number internal extension code

email - E-mail address

impp - URL representing an instant messaging protocol endpoint (for example, "aim:goim?screenname=example" or "xmpp:fred@example.net")

This section shows substantive changes made in WCAG 2.2 since WCAG 2.1. Errata fixes to WCAG 2.1 have also been incorporated into WCAG 2.2.

The full commit history to WCAG 2.2 is available.

This section is non-normative.
Additional information about participation in the Accessibility Guidelines Working Group (AG WG) can be found on the Working Group home page.

Jake Abma (Invited Expert)

Shadi Abou-Zahra (Amazon)

Chuck Adams (Oracle Corporation)

Amani Ali (Nomensa)

Jim Allan (Invited Expert)

Jon Avila (Level Access)

Bruce Bailey (U.S. Access Board)

Renaldo Bernard (University of Southampton)

Dan Bjorge (Deque Systems, Inc.)

Peter Bossley (Thomson Reuters)

Rachael Bradley Montgomery (Library of Congress)

Judy Brewer (W3C)

Shari Butler (Pearson plc)

Thaddeus Cambron (Invited Expert)

Alastair Campbell (Nomensa)

Laura Carlson (Invited Expert)

Sukriti Chadha (Invited Expert)

Rafal Charlampowicz (AccessibilityOZ)

Michael Cooper (W3C)

Jennifer Delisi (Invited Expert)

Wayne Dick (Knowbility, Inc)

Kim Dirks (Thomson Reuters)

E.A. Draffan (University of Southampton)

Eric Eggert (W3C)

Michael Elledge (Invited Expert)

Steve Faulkner (TPGi)

David Fazio (Invited Expert)

Wilco Fiers (Deque Systems, Inc.)

Detlev Fischer (Invited Expert)

John Foliot (Invited Expert)

Matt Garrish (DAISY Consortium)

Alistair Garrison (Level Access)

Jaunita George (Navy Federal Credit Union)

Michael Gower (IBM Corporation)

Markku Hakkinen (Educational Testing Service)

Charles Hall (Invited Expert)

Katie Haritos-Shea (Knowbility, Inc)

Dan Harper-Wain (HM Government)

Shawn Henry (W3C)

Sarah Horton (Invited Expert)

Abi James (University of Southampton)

Marc Johlic (IBM Corporation)

Oliver Keim (SAP SE)

Andrew Kirkpatrick (Adobe)

John Kirkwood (Invited Expert)

JaEun Jemma Ku (University of Illinois Chicago)

Patrick H. Lauke (TetraLogical)

Shawn Lauriat (Google, Inc.)

Steve Lee (Invited Expert)

Chris Loiselle (Invited Expert)

David MacDonald (Invited Expert)

Jan McSorley (Pearson plc)

Rain Breaw Michaels (Google LLC)

Neil Milliken (Unify Software and Solutions)

Mary Jo Mueller (IBM Corporation)

Jay Mullen (College Board)

Brooks Newton (Thomson Reuters)

Gundula Niemann (SAP SE)

James Nurthen (Oracle Corporation)

Lori Oakley (Oracle Corporation)

Joshue O Connor (Invited Expert)

Scott O'Hara (Microsoft)

Sailesh Panchang (Deque Systems, Inc.)

Kim Patch (Invited Expert)

Melanie Philipp (Deque Systems, Inc.)

Mike Pluke (Invited Expert)

Ian Pouncey (TetraLogical)

Ruoxi Ran (W3C)

Stephen Repsher (Invited Expert)

John Rochford (Invited Expert)

Stefan Schnabel (SAP SE)

Ayelet Seeman (Invited Expert)

Lisa Seeman-Kestenbaum (Invited Expert)

Glenda Sims (Deque Systems, Inc.)

Avneesh Singh (DAISY Consortium)

David Sloan (TPGi)

Andrew Somers (Invited Expert)

Jeanne Spellman (TetraLogical)

Francis Storr (Intel)

Poornima Badhan Subramanian (Invited Expert)

Ben Tillyer (Invited Expert)

Makoto Ueki (Invited Expert)

Gregg Vanderheiden (Raising the Floor)

Kathleen Wahlbin (Invited Expert)

Léonie Watson (TetraLogical)

Jason White (Educational Testing Service)

White, Kevin (W3C Staff)

Mark Wilcock (Unify Software and Solutions)

Paul Adam, Jenae Andershonis, Wilhelm Joys Andersen, Andrew Arch, Avi Arditti, Aries Arditi, Tom Babinszki, Mark Barratt, Mike Barta, Sandy Bartell, Kynn Bartlett, Chris Beer, Charles Belov, Marco Bertoni, Harvey Bingham, Chris Blouch, Paul Bohman, Frederick Boland, Denis Boudreau, Patrice Bourlon, Andy Brown, Dick Brown, Doyle Burnett, Raven Calais, Ben Caldwell, Tomas Caspers, Roberto Castaldo, Sofia Celic-Li, Sambhavi Chandrashekar, Mike Cherim, Jonathan Chetwynd, Wendy Chisholm, Alan Chuter, David M Clark, Joe Clark, Darcy Clarke, James Coltham, Earl Cousins, James Craig, Tom Croucher, Pierce Crowell, Nir Dagan, Daniel Dardailler, Geoff Deering, Sébastien Delorme, Pete DeVasto, Iyad Abu Doush, Sylvie Duchateau, Cherie Eckholm, Roberto Ellero, Don Evans, Gavin Evans, Neal Ewers, Steve Faulkner, Bengt Farre, Lainey Feingold, Wilco Fiers, Michel Fitos, Alan J. Flavell, Nikolaos Floratos, Kentarou Fukuda, Miguel Garcia, P.J. Gardner, Alistair Garrison, Greg Gay, Becky Gibson, Al Gilman, Kerstin Goldsmith, Michael Grade, Karl Groves, Loretta Guarino Reid, Jon Gunderson, Emmanuelle Gutiérrez y Restrepo, Brian Hardy, Eric Hansen, Benjamin Hawkes-Lewis, Sean Hayes, Shawn Henry, Hans Hillen, Donovan Hipke, Bjoern Hoehrmann, Allen Hoffman, Chris Hofstader, Yvette Hoitink, Martijn Houtepen, Carlos Iglesias, Richard Ishida, Jonas Jacek, Ian Jacobs, Phill Jenkins, Barry Johnson, Duff Johnson, Jyotsna Kaki, Shilpi Kapoor, Leonard R. Kasday, Kazuhito Kidachi, Ken Kipness, Johannes Koch, Marja-Riitta Koivunen, Maureen Kraft, Preety Kumar, Kristjan Kure, Andrew LaHart, Gez Lemon, Chuck Letourneau, Aurélien Levy, Harry Loots, Scott Luebking, Tim Lacy, Jim Ley, Alex Li, William Loughborough, N Maffeo, Mark Magennis, Erich Manser, Kapsi Maria, Luca Mascaro, Matt May, Sheena McCullagh, Liam McGee, Jens Oliver Meiert, Niqui Merret, Jonathan Metz, Alessandro Miele, Steven Miller, Mathew J Mirabella, Matt May, Marti McCuller, Sorcha Moore, Charles F. Munat, Robert Neff, Charles Nevile, Liddy Nevile, Dylan Nicholson, Bruno von Niman, Tim Noonan, Sebastiano Nutarelli, Graham Oliver, Sean B. Palmer, Charu Pandhi, evarshi Pant, Nigel Peck, Anne Pemberton, David Poehlman, Ian Pouncey, Charles Pritchard, Kerstin Probiesch, W Reagan, Adam Victor Reed, Chris Reeve, Chris Ridpath, Lee Roberts, Mark Rogers, Raph de Rooij, Gregory J. Rosmaita, Matthew Ross, Sharron Rush, Joel Sanda, Janina Sajka, Roberto Scano, Gordon Schantz, Tim van Schie, Wolf Schmidt, Stefan Schnabel, Cynthia Shelly, Glenda Sims, John Slatin, Becky Smith, Jared Smith, Andi Snow-Weaver, Neil Soiffer, Mike Squillace, Michael Stenitzer, Diane Stottlemyer, Christophe Strobbe, Sarah J Swierenga, Jim Thatcher, Terry Thompson, Justin Thorp, David Todd, Mary Utt, Jean Vanderdonckt, Carlos A Velasco, Eric Velleman, Gijs Veyfeyken, Dena Wainwright, Paul Walsch, Daman Wandke, Richard Warren, Elle Waters, Takayuki Watanabe, Gian Wild, David Wooley, Wu Wei, Kenny Zhang, Leona Zumbo.

This publication has been funded in part with U.S. Federal funds from the Health and Human Services, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), initially under contract number ED-OSE-10-C-0067, then under contract number HHSP23301500054C, and now under HHS75P00120P00168. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Health and Human Services or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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Web Content Accessibility Guidelines (WCAG) 2.2

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Web Content Accessibility Guidelines (WCAG) 2.2 covers a wide range of recommendations for making Web content more accessible. Following these guidelines will make content more accessible to a wider range of people with disabilities, including accommodations for blindness and low vision, deafness and hearing loss, limited movement, speech disabilities, photosensitivity, and combinations of these, and some accommodation for learning disabilities and cognitive limitations; but will not address every user need for people with these disabilities.

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Bundesteilhabepreis 2023 verliehen - Vorbildliche Projekte einer barrierefreien ambulanten Gesundheitsversorgung prämiert

Der Bundesminister für Arbeit und Soziales, Hubertus Heil, hat heute zum fünften Mal den Bundesteilhabepreis verliehen. Im Rahmen der jährlichen Inklusionstage überreichte er den drei Preisträgerinnen und Preisträgern eine Urkunde. Der Wettbewerb zum Thema „GESUNDHEIT INKLUSIV - barrierefreie ambulante ...
Mehr: Bundesteilhabepreis 2023 verliehen - Vorbildliche Projekte einer barrierefreien ambulanten Gesundheitsversorgung prämiert ...

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Die Welt ist schwieriger, wenn sie nicht für dich gestaltet wurde

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Die Welt ist schwieriger, wenn sie nicht für dich gestaltet wurde

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Ich finde dieses Video zeigt eindringlich, wie unsere Gesellschaft für Menschen mit Behinderung empfunden wird.

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Die UN-Behindertenrechtskonvention fordert inklusive Arbeitsbedingungen. Eine der Grundvoraussetzungen ist die barrierefreie Gestaltung der Informationstechnik in den Arbeitsstätten (Intranet, Web- und Softwareanwendungen).
Mit der EU Richtlinie RICHTLINIE (EU) 2016/2102 DES EUROPÄISCHEN PARLAMENTS UND DES RATES vom 26. Oktober 2016 über den barrierefreien Zugang zu den Websites und mobilen Anwendungen öffentlicher Stellen wurde die Grundlage für die neue Barrierefreie-Informationstechnik-Verordnung - BITV 2.0 - vom 21. Mai 2019 geschaffen, die unter anderem die barrierefreie Gestaltung von Websites, mobilen Anwendungen, elektronisch unterstützten Verwaltungsabläufen, einschließlich der Verfahren zur elektronischen Vorgangsbearbeitung und elektronischen Aktenführung fordert. Damit wurde die Grundlage für eine Vielzahl barrierefreier Arbeitsplätze geschaffen.

BITV-Softwaretest

Der BIT inklusiv BITV-Softwaretest eignet sich zur Überprüfung der digitalen Barrierefreiheit von Anwendungssoftware, die für den Arbeitsplatz entwickelt wurde.

Die Überprüfung der BITV-Konformität basiert auf den Anforderungen der EU-Richtlinie EN 301 549 Kapitel 11 in der Version 3.2.1.

Anwendbarkeit

Plattform-Software

Software, die eine Benutzeroberfläche bereitstellt,

Autorentools

Software, bei der es sich um eine assistive Technologie handelt

Die Anforderungen für des BITV-Softwaretests gelten nicht für Webseiten. Ebenso nicht für Software, die in eine Webseite integriert ist.

Prüfbericht und Bewertungsstufen

Der Prüfbericht enthält eine Dokumentation vorhandener Probleme hinsichtlich der digitalen Barrierefreiheit. Die Anwendung gilt als BITV-konform, wenn alle Prüfschritte „Erfüllt" oder nur als „Leichte Einschränkung" bewertet wurden.

Prüfschritte
Hier finden Sie alle Prüfschritte in der Übersicht.
Bei der Bewertung werden 5 Stufen unterschieden:

Erfüllt bzw. nicht anwendbar

Leichte Einschränkung (eher erfüllt)

Einschränkung (teilweise erfüllt)

Barriere (eher nicht erfüllt)

Blockade (nicht erfüllt)

BITV-Konformität und Siegel

Wird eine Anwendung durch den BTV-Softwaretest einer BIT-inklusiv-Prüfstelle als BITV-konform bewertet wurde, kann das BITV-Softwaretest- Siegel verwendet und veröffentlicht werden. Auf Wunsch kann die Software auf der Website des BIT-inklusiv-Netzwerks genannt werden.

Prüfstellen

Wenn Sie den aktuellen Stand einer Anwendungssoftware hinsichtlich den BITV-Anforderungen für digitale Barrierefreiheit überprüfen lassen möchten, können Sie sich jederzeit mit einer unserer qualifizierten Prüfstellen Kontakt aufnehmen.

Qualitätskodex

Die oben genannten BIT-inklusiv-Prüfstellen haben sich auf folgenden Qualitätskodex geeinigt:

Prüfbericht

Die Gestaltung und das Format des BIT-inklusiv-Prüfberichts kann von der Prüfstelle frei gewählt werden.

Ein BIT-inklusiv-Prüfbericht enthält jedoch immer folgende Angaben:

Nennung und Verweis auf das BIT-inklusiv-Prüfverfahren

Nennung der beteiligten Prüfer

Zeitraum der Prüfung

Nennung des Prüfgegenstandes
inklusive Versionsnummer und Beschreibung der Use-Cases,

Gesamtbewertung in Textform (Zusammenfassung)

Auflistung aller Prüfschritte mit Bewertung

Nennung der Prüfumgebung, z. B. Betriebssystem, verwendete assistive Technologien

Qualitätssicherung

Wurde eine Anwendung durch den BTV-Softwaretest einer BIT-inklusiv-Prüfstelle als BITV-konform bewertet wurde, kann das BITV-Softwaretest-Siegel verwendet und veröffentlicht werden.

Bei Bestätigung der BITV-Konformität bzw. Vergabe des BTV-Softwaretest-Siegels erfolgt immer eine Qualitätssicherung durch einen zweiten qualifizierten Prüfer (4-Augen-Prinzip). Die Qualitätssicherung kann intern innerhalb der Prüfstelle oder durch einen Prüfer einer weiteren Prüfstelle durchgeführt werden.
Beide Prüfer, ggf. Prüfstellen, werden im BIT-inklusiv-Prüfbericht genannt.
Falls wesentliche Änderungen an der Software vorgenommen werden, sollte die „Erklärung der Barrierefreiheit" aktualisiert und die Barrierefreiheit erneut überprüft werden. Je nach Umfang der Software und der durchgeführten Änderungen kann entweder ein Nachtest (Delta-Test) oder eine vollständige Prüfung erforderlich sein.

Im Sinne eines freiwilligen „Accessibility Statements" ist eine „Erklärung der Barrierefreiheit" nur verpflichtend für Webseiten und Apps öffentlicher Stellen nach §12b BGG (Behindertengleichstellungsgesetz).

Barrierefreie Informationstechnik für inklusives Arbeiten

Digitale Barrierefreiheit ermöglicht allen Nutzerinnen und Nutzern einen Zugang zum Internet oder zu digitalen Anwendungen. BIT inklusiv ist ein Projekt des Deutschen Vereins der Blinden und Sehbehinderten in Studium und Beruf e.V. (DVBS) und wurde von 2013 bis 2017 vom Bundesministerium für Arbeit und Soziales gefördert. Anfang 2021 wurde der BITV-Softwaretest durch Mitglieder der BIT-inklusiv-Prüfstellen an die Anforderungen der EN 301 549 v3.1.1 Kapitel 11 angepasst und im Februar 2021 veröffentlicht.

Das Projekt „BIT inklusiv" setzt sich dafür ein, dass Informationstechnik von Anfang an barrierefrei geplant und entwickelt wird und konzentriert sich auch nicht auf spezielle Anwendungs-Typen, sondern auf Arbeitsplatz-Software im Allgemeinen.

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Barrierefreie Informationstechnik für inklusives Arbeiten - BIT inklusiv

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Die UN-Behindertenrechtskonvention fordert inklusive Arbeitsbedingungen. Eine der Grundvoraussetzungen ist die barrierefreie Gestaltung der Informationstechnik in den Arbeitsstätten (Intranet, Web- und Softwareanwendungen).Mit der EU Richtlinie RICHTLINIE (EU) 2016/2102 DES EUROPÄISCHEN PARLAMENTS UND DES RATES vom 26. Oktober 2016 über den barrierefreien Zugang zu den Websites und mobilen Anwendungen öffentlicher Stellen wurde die Grundlage für die neue Barrierefreie-Informationstechnik-Verordnung - BITV 2.0 - vom 21.

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DIN EN 17161 - 2019-11 Design für alle - Barrierefreiheit von Produkten, Waren und Dienstleistungen nach einem “Design für alle”-Ansatz - Erweitern des Benutzerkreises; Deutsche Fassung EN 17161:2019. Jetzt informieren!

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Überwachungsstelle des Bundes für Barrierefreiheit von Informationstechnik - Startseite

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Homepage des deutschsprachigen Auftritts der Überwachungsstelle des Bundes für Barrierefreiheit von Informationstechnik

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PDF zum Download

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Das ✅ BFSG (Barrierefreiheitsstärkungsgesetz) ✓ aktuelle Fassung des BFSG als ✓ Gesetz im Internet & FAQ.

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sowie alle weiteren Landesgleichstellungsgesetze...

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BayBGG: Bayerisches Behindertengleichstellungsgesetz (BayBGG) Vom 9. Juli 2003 (GVBl. S. 419) BayRS 805-9-A (Art. 1–20) - Bürgerservice

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Vollzitat nach RedR: Bayerisches Behindertengleichstellungsgesetz (BayBGG) vom 9. Juli 2003 (GVBl. S. 419, BayRS 805-9-A), das zuletzt durch § 1 und § 2 des Gesetzes vom 24. Juli 2020 (GVBl. S. 388) geändert worden ist

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Leitsätze zur Gestaltung barrierefreier Produkte

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Leitsätze zur Gestaltung barrierefreier Produkte

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Der DIN Fachbericht 124 informiert über Möglichkeiten, wie technische Produkte barrierefrei entwickelt, hergestellt, aufgestellt und eingerichtet werden können.

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Ausreichender Kontrast zwischen Vorder- und Hintergrundfarbe

Bestimmte Farbkombinationen haben wenig Kontrast, etwa helles Grau auf Weiß oder Rot auf Schwarz. Das ist nicht barrierefrei, weil Texte und Grafiken mit wenig Kontrast für viele Menschen schwerer zu erkennen sind.

Auch Farbfehlsichtigkeiten - wie die verbreitete Rot-Grün-Schwäche - sollten berücksichtigt werden, indem Sie Farben nicht als einziges Unterscheidungsmerkmal einsetzen. Hohe Kontraste helfen auch bei mobiler Nutzung, Inhalte bleiben so etwa trotz direkter Sonneneinstrahlung im Freien erkennbar.

Schnelltest Kontraste

Mit dem Contrast-Checker können Sie einfach prüfen, ob die Kontraste auf Ihrer Website ausreichen.

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Wie barrierefrei ist meine Website? Websites testen

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Barrierefreiheit von Websites checken: Mit unserer Checkliste und Tool-Empfehlung die eigene Website jetzt auf Barrierefreiheit testen. Hier Website testen.

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wb-web: Interview Martina ter Jung "Eine professionelle, zukunftsgerichtete Erwachsenenbildung ist inklusiv"

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wb-web: Interview Martina ter Jung "Eine professionelle, zukunftsgerichtete Erwachsenenbildung ist inklusiv"

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Handreichungen zu Gestaltung inklusiver Bildungsangebote für Menschen mit Sehbeeinträchtigung

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Eine Website, die einlädt und informiert.

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Schulung Barrierefreiheit im Netz – entdecke unsere Angebote

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Schulung Barrierefreiheit, sowie Workshops, Onlinekurse, Vorträge – alles, was du über digitale Barrierefreiheit wissen musst!

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Mein Praxisbericht aus meinen Trainings:

1. Zum Start: "Ich könnte nicht einen ganzen Vortrag oder Tag lang sitzen. Bewegen Sie sich, setzen Sie sich oder strecken Sie sich aus, wie Sie es brauchen. Das einzige, was ich nicht mag ist, wenn jemand hinter mir ist."

2. Es gibt Pausenkarten oder Würfel, damit kann angezeigt werden, wenn man eine Pause braucht.

3. Der Seminarinhalt steht auf mehreren Ebenen zur Verfügung:

vorab: Skript per pdf

im Training: Powerpoint - immer ein markanter Spot/Schwerpunkt;

mein gesprochenes Wort mit Story oder bildhaft;

Mitschrift auf Flipchart - Bild und Text. Das Schreiben dauert genau so lange, wie die Verarbeitung des Inhalts bei den Teilnehmenden

Folge: jeder findet seine Geschwindigkeit für sein Lernen

Zusammenführung der Einheit/des Tages: ich schreibe für die TN die Erinnerungen aus dem Tag (schützt Legastheniker), lege die Karten am Boden sortiert an Timeline. Alle stehen auf und stellen sich zu ihrer wichtigsten Karte (schützt Introvertierte vor Redepflicht)

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Mit dem Tool ABLE der Aktion Mensch und der Hochschule Bielefeld zeigen wir diskriminierende Sprache in KI-Chatbots auf und fördern Inklusion in KI-Chatbots.

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#disability #behinderungen #diversity #equity #inclusion | Patrick Weber | 84 comments

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🌻 Sonnenblumenbändel der SBB – ein Symbol für Menschen mit nicht-sichtbaren Behinderungen. Viele von euch haben es sicher schon gelesen. Ich möchte es trotzdem nochmals teilen, weil es wichtig ist: Seit Juni 2025 gibt es bei der SBB CFF FFS die Sonnenblumenbändel. Das grüne Band mit den Sonnenblumen zeigt, dass jemand mit einer nicht-sichtbaren Behinderung reist, und macht für andere sichtbar, dass Rücksicht und Offenheit besonders wichtig sind. Die Idee dazu stammt ursprünglich aus Grossbritannien (Flughafen Gatwick, 2016) und wird heute international in Verkehrsmitteln, Geschäften oder Museen eingesetzt. 💛 Über 80% der Behinderungen sind nicht sichtbar – zum Beispiel, wenn Menschen mit Gehörlosigkeit, Autismus, Depressionen oder Multiple Sklerose auf Barrieren oder Vorurteile stossen. Im Alltag und besonders beim Reisen sind die Herausforderungen oft gross, werden von aussen aber kaum wahrgenommen. 🚉 👉Aktuell gibt es die Bändel an 16 SBB-Reisezentren in Zürich und Genf – kostenlos, ohne Nachweispflicht. 👉Die SBB-Mitarbeitenden im Kundenkontakt sind geschult, um Reisende mit Sonnenblumenbändel gezielt zu unterstützen. 👉Im Herbst 2025 folgt die Bilanz, ab 2026 ist eine schweizweite Einführung vorgesehen. 💡 Ein kleines Band, das helfen kann, Barrieren abzubauen und Begegnungen menschlicher zu machen. 💙 #disability #behinderungen #diversity #equity #inclusion | 84 comments on LinkedIn

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 Inclusion & Equity in Classrooms: Differentiation in Action

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 Inclusion & Equity in Classrooms: Differentiation in Action

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#education #equity #inclusion #differentiation #teaching | Dr.Narges Sayed

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🌍 Inclusion & Equity in Classrooms: Differentiation in Action 👉A student once told me, “I know the answer, but I just can’t write it fast enough.” 💥That moment was a reminder: equity isn’t about giving every student the same task—it’s about giving each student what they need to succeed. ✨This is where differentiation transforms learning. By creating multiple entry points, we not only make content accessible but also affirm that every learner’s voice and potential matter. ⚡⚡Here are some practical ways educators can build inclusion and equity through differentiation: 🍀Choice in learning tasks – Students might write an essay, create a visual, or record a short video to show understanding.
🍀Varied instructional approaches – Mix whole-class teaching with small-group work, peer collaboration, and independent inquiry.
🍀 Flexible grouping – Sometimes group by skill, other times by interest or learning style, so no one feels “tracked.”
🍀Scaffolds for all – Sentence starters, visuals, and audiobooks support diverse learners without singling anyone out.
🍀Representation matters – Use texts and examples that reflect the lived experiences of your students. 🌟🌟Differentiation isn’t about making lessons easier—it’s about making learning accessible, equitable, and meaningful for every student. 💡 I’d love to hear: what’s one differentiation strategy that’s worked well in your classroom? #Education #Equity #Inclusion #Differentiation #Teaching

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siehe auch:

https://lnkd.in/eYAZPxji

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Thrilled to share that I'm now a children's author - and it's all for a cause that truly matters. Last week, the RSBC (Royal Society for Blind Children) launched their Bedtime Donations app. Within hours, it shot to the top of the Book App charts. The app crowdsources stories read aloud by volunteers, creating a growing library of accessible stories for children who are blind and or have low vision. Thanks to a warm introduction from Hannah Gibson, I had the chance to contribute a new story: "Me and My New Friend: ADHD, Blindness, and Seeing Differently" - a gentle story of curiosity, friendship, and what it means to see the world through different lenses. The story is now LIVE on the app, and it means a great deal that it will be heard by children across the UK and beyond. A huge thank you to Lily Rose and the incredible RSBC (Royal Society for Blind Children) team for inviting contributions like this - and for championing truly inclusive storytelling. If your organisation is exploring how to make content more inclusive - from children's books to eLearning - we at Accessible Me Ltd are always open to collaborate. Inclusive stories change lives. Let's keep writing them. https://lnkd.in/eYAZPxji#Accessibility #InclusiveStorytelling #DigitalInclusion #BlindChildren #RSBC #Neurodiversity #AccessibleMe #BedtimeDonations

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Me and My New Friend | Michael Osborne | 11 comments

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Thrilled to share that I'm now a children's author - and it's all for a cause that truly matters. Last week, the RSBC (Royal Society for Blind Children) launched their Bedtime Donations app. Within hours, it shot to the top of the Book App charts.

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Dieses PDF ist im Rahmen der SIG Barrierefreies Lernen im Juni 2025 entstanden.

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Inclusive Insights: Accessibility Webinar Series | Accessible Me

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Recap Accessible Me’s lunchtime webinar series to explore accessibility, neurodiversity, inclusive design, and workplace practices. Gain practical tools, exp…

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Supporting Students with Autism Spectrum Disorder (ASD) — Practical Classroom Strategies 

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Supporting Students with Autism Spectrum Disorder (ASD) — Practical Classroom Strategies 

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Practical Strategies for Supporting Students with ASD in the Classroom | Fatma M Ibrahim posted on the topic | LinkedIn

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✨ Supporting Students with Autism Spectrum Disorder (ASD) — Practical Classroom Strategies ✨ Inclusion isn’t just a philosophy — it’s daily, intentional action. Students with Autism Spectrum Disorder can thrive when we respond to their unique needs with empathy and structure. This simple IF–THEN–WHY approach helps teachers and support staff create meaningful impact: ✅ If a student struggles with changes in routine → Then use visual schedules & prepare for transitions → Why it reduces anxiety and builds confidence.
✅ If they have sensory sensitivities → Then offer quiet spaces & sensory-friendly tools → Why it prevents overload and promotes comfort.
✅ If they fixate on special interests → Then integrate those into learning → Why it sparks motivation and engagement. 💡 Small adjustments like noise-canceling headphones, fidget tools, or alternative communication aids (PECS, AAC devices) can transform a student’s learning experience. As educators and inclusion leaders, our goal is to create safe, supportive, and accessible classrooms where every child can feel confident, communicate, and succeed. 🌍 #Inclusion #AutismAwareness #EducationMatters #EveryChildCanLearn #SEND #InclusiveEducation #Neurodiversity

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Interview mit einem Blinden über Barrierefreiheit im Podcasting

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Interview mit einem Blinden über Barrierefreiheit im Podcasting

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https://www.audiobeitraege.de/hoeren-statt-huerden-barrierefreiheit-im-podcasting/

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Hören statt Hürden: Barrierefreiheit im Podcasting -

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In dieser Folge spreche ich mit Lars Stetten über Barrierefreiheit im Podcasting. Über Chancen, Herausforderungen und SEO.

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Rechtsbelehrung zur Nutzung und Ergänzung des Padlets

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Rechtsbelehrung zur Nutzung und Ergänzung des Padlets

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Dieses Padlet steht für eine Kultur der Wertschätzung sowie ein faires und demokratisches Miteinander.
Es wurde von einer Arbeitsgruppe erstellt, um das Lernen und Lehren von Menschen mit Behinderungen unter fairen Chancen zu ermöglichen.

Jeder Nutzerin trägt die volle Verantwortung für die von ihr/ihm eingestellten Inhalte. Jeder Beitrag zum Thema barrierefreies Lernen ist willkommen und darf selbstständig eingestellt werden.

Es ist streng untersagt, diskriminierende, rassistische, beleidigende, gewaltverherrlichende oder in sonstiger Weise rechtswidrige Inhalte zu veröffentlichen. Beiträge, die gegen diese Grundsätze oder geltendes Recht verstoßen, werden ohne Vorankündigung entfernt.

Ein Anspruch auf Veröffentlichung, Wiederherstellung oder dauerhafte Sichtbarkeit eingestellter Inhalte besteht nicht.

Mit dem Einstellen eines Beitrags erklären sich Nutzer*innen mit diesen Bedingungen einverstanden.

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vom Herausgeber:

Der Barrierefreie ProfilPASS in Leichter Sprache richtet sich an Menschen mit kognitiven Beeinträchtigungen und Lernschwierigkeiten. Diese Version des ProfilPASS ist als barrierefreies PDF abrufbar und ist somit auch für sehbehinderte Menschen geeignet. Besonderheiten neben der Verwendung von Leichter Sprache sind die stark verkürzten Textpassagen sowie die Nutzung von zahlreichen Tabellen, Bildern und Ausfüllhilfen.

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Barrierefreier ProfilPASS in Leichter Sprache - ProfilPASS

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Der Barrierefreie ProfilPASS in Leichter Sprache richtet sich an Menschen mit kognitiven Beeinträchtigungen und Lernschwierigkeiten.