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Tag: DigitalAccessibility

  • My approach to accessibility

    Accessibility is multifaceted – it’s about people and their needs; it’s about removing barriers; and it’s also about the role we all play in making the world a more accessible place.

    Recently, I watched a recording of Greg Alchin’s presentation Ubiquitous Accessibility, at A11y Camp 2024. Greg works for Service New South Wales (NSW), which is a State Government agency that serves as a one-stop shop for locating various government services. Early in his talk, he said a phrase that he wanted all the audience to learn – “Every customer can”

    That small phrase really resonated with me because as Greg said, it boils all the guidelines and legislation down into a simple statement that you can unpack (in Greg’s case) to make more accessible services.

    After watching, I had an idea for a statement that expresses the way I think about accessibility. A statement that is both a mindset and a call to action.

    Everyone can.

    As a mindset, it is about putting people first. From the beginning, how can I ensure that everyone can [insert action]?

    The guidelines, legislation, and checklists are tools I use to help improve accessibility. Conforming to criteria is not the end goal. Products, services and spaces that everyone can use is.

    Adopting this mindset means always considering the diverse needs and experiences of others. It’s about proactively seeking feedback from a wide range of people and adjusting as necessary. Accessibility is not a one-time task but an ongoing commitment to inclusion and continuous improvement.

    Everyone can.

    As a call to action, it is about the role that I and everyone can play when it comes to accessibility. You might not be a website developer or a software engineer or a product designer, but everyone can do something to remove accessibility barriers.

    Simple actions such as checking contrast, adding alternative text and captioning videos are things everyone can do. Start small and then build on that. If you come across something that is not accessible in the digital or physical world, fix it if you can or report it if you can’t. If we do nothing, then nothing will change.

    Everyone can learn more about disability (both visible and invisible) and accessibility. This helps to embed the mindset. By seeking out resources, attending workshops, or simply listening to people with lived experience, we can deepen our understanding and empathy. This ongoing learning not only broadens our perspective but also empowers us to make informed choices that enhance inclusion in everyday life.

    What is one action you could take today to make the world a more accessible place?

    A drop of water falling into a lake, creating a ripple effect. Image source: Unsplash

  • Shift-left accessibility

    The concept of “shift-left” in the context of accessibility refers to the practice of integrating accessibility considerations early and regularly in the product development lifecycle, rather than addressing them at the end of the process.

    This approach aims to identify and resolve accessibility issues as early as possible, which can lead to more inclusive and user-friendly products, as well as cost savings and improved efficiency.

    Examples of shift-left accessibility

    Planning phase

    • Define accessibility goals and requirements.
    • Include accessibility criteria in documentation.
    • Allow time in the development phase for accessibility requirements.

    Design phase

    • Consider how keyboard navigation will flow through your designs and how users will interact with the interactive elements.
    • Use accessible design principles and patterns.
    • Conduct usability testing with a diverse range of users.

    Coding/development phase

    • Implement semantic HTML and WAI-ARIA attributes.
    • Perform code reviews with a focus on accessibility.

    Testing phase

    • Use inspection tools to check for common accessibility issues.
    • Conduct manual testing with assistive technologies.
    • Test functionality with the keyboard.

    Release phase

    • Ensure all user-facing content is accessible.
    • Monitor and gather feedback from users to inform updates.

    By adopting a shift-left approach to accessibility, we can create more inclusive and user-friendly products and improve accessibility throughout the development lifecycle.

  • More than looks: Using proper headings

    Headings on webpages and in documents help to organise the content that follows. Using proper heading tags is necessary for both accessibility and the overall structure of your content.

    Why use proper headings?

    Here are some important reasons why proper headings are better than text that is styled to look like a heading:

    Provides a clear hierarchy for content

    Using heading levels establish a clear hierarchy of information, making it easier for all users to understand the structure of your content. For example:

    <h1> is typically used for the main title of the page.

    <h2> is for major sections.

    <h3> is for subsections, and so on.

    This hierarchy helps users skim and locate the information they need quickly.

    Improves accessibility for screen readers

    Screen readers rely on semantic HTML to navigate through content. Proper headings (<h1> to <h6>) create a logical structure that screen readers can interpret, allowing users to quickly jump between sections.

    If you only format text to look like a heading (e.g., making text bold or larger), screen readers won’t recognise it as a heading, which can make navigation difficult.

    Best practices for headings

    • Use a logical hierarchy: start with <h1> for the main title, followed by <h2> for major sections, <h3> for subsections and so on.
    • Avoid skipping heading levels: for example, jumping from <h1> to <h3>
    • Avoid using headings for their styling: don’t use heading tags just to style text, (for example, a <h3>for bold text that isn’t a subsection). Use CSS for styling instead.
    • Ensure headings are descriptive: headings should be descriptive and meaningful so users can quickly understand the content of each section. For example, instead of a vague heading like “Section 1,” use something specific like “Benefits of Accessible Design.”
    • Test with assistive technologies: use tools like screen readers to verify that headings are navigable and make sense in the context of the page.

    Headings in documents

    Applying proper headings in other types of digital content has the same benefits as described above.

    Word documents

    Word offers built-in heading styles that are easy to apply and create structured documents. Visit the Add a heading in a Word document page to learn more.

    How to apply headings in Word:

    1. Highlight the text you want to make a heading.
    2. Go to the ‘Home’ tab on the ribbon.
    3. In the ‘Styles’ section, choose a heading level (e.g., Heading 1, Heading 2, etc.).
    4. You can customise the appearance of the headings (if needed) by right-clicking the style and selecting ‘Modify’.

    Emails in Outlook

    Outlook also has heading styles available.

    How to apply headings in Outlook:

    1. Compose a new email or reply to an existing one.
    2. Highlight the text you want to format as a heading.
    3. Go to the ‘Format Text’ tab in the ribbon.
    4. Use the dropdown menu in the ‘Styles’ group to apply heading levels.

    PowerPoint presentations

    In PowerPoint, headings are typically used as slide titles and subtitles to organise content.

    How to apply headings in PowerPoint:

    1. Use the Title Slide layout for the main title of your presentation.
    2. For additional slides, use the Title and Content layouts or other templates with designated title areas.
    3. Avoid manually creating titles by adding text boxes – use the built-in title fields to maintain structure.