✎ Technique: Identify input purpose

Make it easier for people to complete input fields requesting personal information. People with mobility issues have difficulty entering data into the fields. People with cognitive disabilities may have difficulty remembering details. It may be hard for them to enter personal information due to memory loss, dyslexia, or other impairments.

Developers should use autocomplete on fields that collect personal data to explicitly identify the data type. Use the list of  Input Purposes for User Interface Components to select the correct value. Turn off autocomplete for sensitive information.

(Source: Knowbility article on input purpose)

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✎ Technique: Reflow

Use responsive design to allow your content to zoom and respond to various screen sizes.

Present content without loss of information or functionality, and without requiring scrolling in two dimensions, except for parts of the content which require two-dimensional layout for usage or meaning.

Examples of content which require two-dimensional layout are images, maps, diagrams, video, games, presentations, data tables, and interfaces where it is necessary to keep toolbars in view while manipulating content.

(Source: Knowbility article on Reflow)... Read more about ✎ Technique: Reflow

✎ Technique: Text spacing

Anyone who needs to change the font or text display properties to read the content will benefit from this guideline. This includes people with low vision who use a bigger font, and people with dyslexia, reading, or other cognitive disabilities, who may have specific spacing requirements.

✎ Technique: Content on hover or focus

Make it easier for users to interact with added content. Tooltips, drop-down menus, and popups are examples of added content. This new content is usually made visible when you put your mouse pointer over a "trigger" item such as a button or link. It can also display when an item receives focus. Some people have difficulty keeping the mouse pointer over the trigger item. Also, the new content will sometimes obscure existing content. The three requirements of this success criterion, as outlined below, help make the added content more operable.

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✎ Technique: Label in name

People with disabilities rely on interface controls that are used programmatically. These controls have a visual label, as well as a programmatic label, known as its Accessible Name. Users have a much better experience if the visible text labels of controls match their accessible names.

Speech input users can navigate by speaking the visible text labels of menus, links and buttons that appear on the screen. It’s confusing to speech input users when they say a visible text label they see, but the speech input does not work because the accessible name that is enabled as a speech input command does not match the visible label.

✎ Technique: Building tables

The <table> element is for data that one might find in a spreadsheet, consisting of rows and columns of cells. Browsers provide this mechanism to display table structures and to convey table data to assistive technologies. It's important to ensure that the editing process allows identifying row and column headers so that screen reader users can access the meaning of each data cell by understanding what row and column it appears in.

In WYSIWYG editors such as the one provided in Open Scholar, it's possible to create HTML tables using the table tool.... Read more about ✎ Technique: Building tables

✎ Technique: Structuring content

Adding structure to web content makes it more readable and comprehensible to everyone and especially to people with a visual or cognitive impairment that makes reading on-screen content difficult.

The purpose of HTML is to give structure to otherwise seamless runs of text. HTML allows us to provide semantic meaning to text so that it's available to assistive technologies.... Read more about ✎ Technique: Structuring content

✎ Technique: Referring to page content by its position

Avoid referring to a button, menu, or other item in the page only by its position on the page; instead, use additional information that describes the content.

Referring to a specific item in the page content by only its visual position prevents people who use screen readers from being able to make sense of this visual description. Another downside to referring to items by their position is that their position might change when the page is viewed at different screen sizes, such as on...

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✎ Technique: Identifying lists of content

Lists are collections of related content. For example, a navigation bar is a list of links or a set of instructions may be an ordered (numbered) list. Clearly identifying a set of items as a list helps people understand that relationship. When you include a list in your page content, this relationship needs to be conveyed visually, and it also needs to be conveyed to people using screen readers.... Read more about ✎ Technique: Identifying lists of content

✎ Technique: Identifying headings

Headings are important orientation aids, and they help people quickly identify the content on your page. When headings are correctly identified, they also allow screen-reader users to quickly navigate from heading to heading using the screen reader's heading navigation functionality.

The best way to do this is to ensure that headings are identified in HTML. When using a web-content editor or a word-processing application, you can do this by making use of the heading options in the styles menu. ...

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