**Making Web Sites More Accessible for Users Who Are Older and/or Have a
Disability**

**Prepared by Emily Neaville**

# Introduction

Aging and Disability Resource Center (ADRC) grants are important systems
change projects aimed at providing information on, streamlining access
to, and assistance with long-term supports and services and related
benefits. ADRCs serve both older adults and individuals with
disabilities. While there are many methods for communicating with these
consumers, Web sites serve as cost-effective means of information
diffusion and are especially helpful to consumers looking for
information.

The populations targeted by the ADRCs likely require some adaptation of
standard Web site construction techniques. This brief shares specific
ideas and strategies for making their Web site experience informative
and useful. This document is not designed to serve as a comprehensive
set of accessibility guidelines. Instead, it is intended as an
introduction to the issues relating to accessibility of Web sites; a
listing of specific, concrete steps detailing some of the most critical
accessibility considerations; strategies for testing the accessibility
of Web sites; and a collection of further resources.

# background

Today, a majority of working adults with disabilities use the
Internet.[^1] Fewer seniors use the Internet, but as the more
technology-savvy baby boomers age, the online senior population will
increase. Only 26 percent of Americans aged 65 and older go online at
least once a week, compared to 61 percent of 50-64-year-olds.[^2]

However, for older adults and individuals with disabilities, some Web
site designs can pose access problems. Older users and those with
disabilities may be unable to use a Web site's navigational menu, fill
out online forms, or even access Web site content. Addressing
accessibility issues for these users is important for every Web site
designer, but especially for ADRC grantees.

Much of the recent impetus toward accessible Web sites originates from
federal legislation \-- Section 508 of the federal Rehabilitation Act
amended in 1998 includes enforceable requirements for technology
accessibility. However, Section 508 does not explicitly apply to federal
grantees like the ADRCs and the only federal enforcement mechanism is
for the Department of Education to withhold its limited Assistive
Technology Act of 1998 (AT Act) funds from states.[^3]

In the absence of enforceable federal requirements applicable to state
agencies, many states have established their own accessibility standards
or have required that state governmental entities follow Section 508.
The development of many ADRC grantee Web sites may be bound by state
accessibility regulations.

-   The Information Technology Technical Assistance and Training Center
    (<http://www.ittatc.org/laws/state_intro.cfm>) tracks specific state
    laws, policies, and standards.

Despite the lack of **enforceable** universal accessibility standards,
Web designers should still seek to comply with the available universal
accessibility guidelines. The two most authoritative sets of guidelines
are included below. Many of the most critical considerations in these
guidelines have been incorporated into this brief's section on "Building
Accessible Web Sites."

-   The Section 508 standards
    (<http://www.section508.gov/index.cfm?FuseAction=Content&ID=3>) list
    specific accessibility Web site requirements of federal agencies.

-   The World Wide Web consortium (W3C), a member organization that
    develops Web standards, maintains well-respected Accessibility
    Guidelines as part of the Web Accessibility Initiative
    (<http://www.w3.org/WAI/>). These guidelines are much more
    comprehensive than the Section 508 standards, and they are paired
    with corresponding coding techniques.

# Accessibility Challenges

Inaccessible Web sites affect four major categories of disabilities:
visual disabilities, auditory disabilities, motor disabilities, and
cognitive disabilities. Seniors often develop disabilities as they age.
Barriers to Internet access vary widely by disability. This section
explores the prevalence of each disability category and the effects of
poor Web site design on people with those disabilities.

## Visual disabilities

One of the most important challenges for Web designers to consider is
ensuring that users with visual disabilities are able to access the full
range of resources on a Web site. About ten million Americans are
visually-impaired.[^4] Despite access problems, over 60 percent of
severely visually-impaired, working Americans are Internet users.[^5]

The Internet is primarily a visual medium, meaning that
visually-disabled or color-blind users face access problems on many Web
sites. Though blind users may use software called "screen readers" that
read a page's text out loud, poorly structured pages and non-text
information, such as pictures or graphs, can cause problems with the
software.

In addition, many users with visual disabilities cannot navigate Web
sites with a mouse. These users, who typically use keyboard commands to
navigate through a page, can be frustrated when links and functions on a
Web site are inaccessible without a mouse.

Another factor to consider is the use of color. Some people are
color-blind from birth, while many others lose some color sensitivity as
they age. Reduced sensitivity to colors can make it more difficult to
understand information that is conveyed entirely by color, such as a
color-coded map.

Finally, nearly all aging users begin to experience some vision changes
as they grow older, such as reduced color sensitivity and a reduced
ability to read close-up, small print.

## Auditory disabilities

Twenty million Americans are deaf or hard-of-hearing.[^6] Fewer barriers
are posed for people with auditory disabilities because many Web sites
contain no auditory information. Consequently, three-quarters of
severely-hearing impaired Americans in the labor force use the
Internet.[^7] However, as designers increasingly incorporate multi-media
presentations into Web pages, accessibility for Deaf users and those
with other auditory disabilities is a growing concern.

## Motor disabilities

Motor disabilities may originate from multiple sclerosis, severe
rheumatoid arthritis, Parkinson's disease, and many other conditions. In
addition, conditions like carpal tunnel syndrome can make typing painful
and difficult. Of working American adults with difficulty typing, almost
65 percent are Internet users.[^8]

Like blind Web site users, people with motor disabilities may use the
keyboard rather than a mouse to navigate a Web site. Web sites designed
without thought to alternative navigation may include
keyboard-inaccessible menus or jumbled tab order on forms.

Other people with less severe motor disabilities may use the mouse, but
they may not be able to point and click with a great deal of precision.
For these users, small links and menus pose a challenge.

## Cognitive disabilities and unfamiliarity with the Internet

Cognitive disabilities may be caused by developmental disabilities,
Alzheimer's disease, and other conditions. In addition, many people,
especially older seniors, are unfamiliar with computers and with the
Internet.

People with learning or cognitive disabilities as well as people who are
unfamiliar with the Internet may find Web sites confusing. While
poorly-structured sites and unclear navigation undermine the efforts of
all users to understand the information on a Web site, users with
cognitive disabilities or who are unfamiliar with the Internet are
disproportionately affected by poorly-designed sites.

# Building Accessible Web Sites

The Section 508 standards and the W3C Accessibility Guidelines are the
two most authoritative sets of accessibility guidelines available.
Although ADRC grantees are not explicitly required to follow either,
grantees should make every effort to make Web sites available to all
users. Grantees should also research state-level regulations in order to
ensure that their Web sites follow any applicable policies.[^9]

Many of the most critical considerations in building accessible Web
sites are included below, organized by disability category. Since Web
designers may program or create Web sites in a variety of different
computer languages, this brief lists specific, concrete steps, but few
references to actual code. Following these steps will help ensure a more
informative, effortless Web experience for all users.

## Visual disabilities

-   Many people with visual disabilities use software called "screen
    readers" to read aloud the contents of Web sites. Some screen
    readers can be quite sophisticated (and expensive), but others
    cannot interpret all code. In addition, no software can describe
    what a picture or video shows without help from the Web designer.
    Below are some tips to ensure that people using screen readers will
    be able to hear a Web page as the designer intended.

```{=html}
<!-- -->
```
-   Provide alternate text descriptions for pictures and transcripts for
    videos. If coding in HTML, consider the "longdesc" attribute when
    necessary to convey more information. Use alt="" if an image was
    used for layout and contains no information.

-   In general, Web designers should separate content from presentation.
    Make use of semantic elements like headers, strong or emphasized
    text, and lists in HTML. Use cascading style sheets (CSS) to create
    a more pleasing presentation, but ensure that the page is still
    readable with style sheets disabled.

-   While PDF (Adobe Acrobat) files improve file-sharing across
    different operating systems, many PDF files cannot be read by screen
    readers. Make files available in alternative formats like HTML or
    plain text for these users. In addition, recent versions of Adobe
    Acrobat offer accessibility features that authors may integrate into
    documents.

```{=html}
<!-- -->
```
-   for more information on how to create or read accessible pdf files,
    go to <http://www.adobe.com/enterprise/accessibility/>.

```{=html}
<!-- -->
```
-   Similarly, less sophisticated screen readers may not read HTML
    tables in the order that they appear visually. They "linearize" the
    text of a Web page by reading the text in the order that it appears.
    It is recommended that Web designers use CSS rather than HTML tables
    for layout, but still ensure that the "linearized" page reads in the
    correct order. When using data tables, label row and column headers
    and describe the purpose of the table using the "summary" attribute.
    With large tables, associate cells with their headers.

-   Provide full descriptions for abbreviations and acronyms. Screen
    readers tend to attempt to read acronyms as words, so "ADRC" would
    sound garbled. The Web designer should indicate the long form of the
    abbreviation or acronym either through the text or through
    attributes in HTML code.

-   If frames are used, they should be assigned appropriate titles and
    names to improve navigation.

-   Provide a means to skip past navigation bars. Each time a new page
    is loaded, the screen reader will re-read the contents of the
    navigational menu. Providing a way to skip the menu allows
    visually-impaired readers to skip the menu once they are familiar
    with it, just as other users do. The preferred method in HTML is to
    denote content using with HTML headings, which are easily navigable
    with most screen readers.

-   HTML forms can cause problems with screen readers as well. Use
    drop-down menus rather than radio buttons if possible, as radio
    buttons can be especially problematic. Be sure to explicitly
    associate fields with the correct question by using the "label for"
    tag.

-   Do not use server-side image maps. Use client-side image maps
    instead and assign alternate text to each region of the map. Provide
    redundant text links as well.

-   Be cautious in the use of JavaScript, Java applets, and other
    applications. Be aware that scripts and applets are often
    inaccessible, though many include accessibility features. When using
    JavaScript, make sure that you test thoroughly with assistive
    technologies. If possible, limit usage of these applications, and
    provide alternate descriptions of their content.

-   A "text-only" version of the Web site should only be considered as a
    last resort and should not be necessary for a well-designed site.

```{=html}
<!-- -->
```
-   As previously mentioned, careless use of color can also render a Web
    site inaccessible to some of its intended users.

```{=html}
<!-- -->
```
-   Ensure that whenever color conveys information, there is a way to
    perceive the information without color. For example, when using
    color-coded charts or maps, use text or symbols as well to code the
    information. In addition, if required fields in a form are indicated
    by color or bolding, they should also be indicated by text or
    symbols, like an asterisk.

-   Use a high-contrast color scheme to help aging users with reduced
    color sensitivity.

1.  Designers should also address low vision by assuring that the text
    is easily read. For the most part, this means keeping the look of
    the text as standard as possible. (Sutton, SPRY)

-   Use simple, legible fonts. Some experts recommend using only
    sans-serif fonts like Helvetica and Arial.

-   Double-space text and align left. Keep font size around 12 -- 14
    point, and use relative rather than fixed font sizes to preserve
    users' ability to change font size. Consider adding a feature to
    allow users to increase font size.

-   Avoid formatting text in a distracting way. For example, use italics
    sparingly for emphasis. Other examples of practices to avoid include
    writing in all caps or placing text over ghosted images. These
    practices can slow reading speed.

-   Ensure that the text on navigational menus and buttons is easy to
    read.

-   Avoid unnecessary graphics and animation, especially anything that
    flashes.

## Auditory disabilities

2.  People who are deaf or hard-of-hearing may not be able to access
    audio information contained in auditory recordings, videos, and
    multi-media presentations.

-   Provide alternative means of communicating audio information. For
    example, audio information in a video may be captured in a written
    transcript, captions, or even a video of a person signing.

```{=html}
<!-- -->
```
-   The National Center for Accessible Media website
    (<http://ncam.wgbh.org/richmedia/>) includes many resources on
    making rich media accessible to people with disabilities. NCAM's
    tool MAGpie facilitates the process of creating captions.

## Motor disabilities

3.  People with motor disabilities may find it difficult or even painful
    to use precise mouse movements or to type.

-   Make navigational menus and buttons large and easy to use.

-   Ensure that tabs are ordered in a logical way.

-   Access keys are not recommended because conflicts between Web site
    access keys and software shortcuts can create problems for users.

-   Be cautious in the use of pull-down navigational menus. If they are
    used, provide an alternative means of navigating to links.

## Cognitive disabilities and unfamiliarity with the Internet

4.  People with learning disabilities and people who are unfamiliar with
    the Internet may find many Web sites confusing or overwhelming. To
    address this issue, Web designers should present information as
    clearly and straightforwardly as possible. Below are some important
    areas of consideration.

-   Inform Web site users if they must complete a form within a limited
    amount of time. Allow them to extend the time period.

-   Format pages consistently across the site.

-   Make navigation as clear as possible, using the same buttons
    throughout the site. Use unambiguous icons with text for buttons
    (e.g. an arrow with the words "next page" inside).

-   Provide a simple site map showing a clear structure to the site.
    Show \"breadcrumbs\" at the top of pages, displaying where the page
    exists in the Web site\'s structure.

-   Avoid lengthy pages by using more succinct text. People unfamiliar
    with computers or the Internet may not be comfortable with scrolling
    down Web pages, so try to keep text to one page. Where more
    explanation is necessary, split text into separate pages, and
    provide links. However, try to balance succinct pages with the "3
    click rule" -- if users must click more than 3 times to find the
    information they want, they may give up.

-   Surround text with lots of white space. A busy design distracts
    readers.

-   Provide a search function. Older users prefer searching over
    browsing.

-   Address users' fears about the security of their personal
    information. This is particularly relevant for sites that record
    health information.

-   Offer a non-Web-based way to contact your organization with
    questions or concerns.

# Testing the Web site

After creating any Web page, a designer will test the page using
different browsers such as Internet Explorer, Netscape, and Safari.
However, the process of creating an accessible Web site demands a more
comprehensive testing process.

For example, some screen readers "linearize" the text of a Web page by
reading the text in the order that it appears. Features like tables can
complicate this linearization process. To ensure that the Web site is
read in the correct order, a Web designer can access the site using a
text-based browser or a similar tool

-   The beta version of the Wave tool
    (<http://dev.wave.webaim.org/index.jsp>) allows a text-only view of
    a Web page. To use this feature, select "Change Preferences," then
    check "linearized reading order." Select "Set Preferences" and enter
    the URL of the Web site.

More sophisticated screen readers render tables correctly, but other
problems may arise. A Web designer may wish to access a Web site using a
popular screen reader to find these potential problems. Unfortunately,
the most widely-used and sophisticated screen readers can be
prohibitively expensive. However, many of these same screen readers are
often available as free demos for a limited amount of time, including
three of the most popular U.S. screen readers.

-   JAWS (<http://www.freedomscientific.com/fs_downloads/jaws.asp>)

-   Window-Eyes (<http://www.gwmicro.com/demo/>)

-   IBM Home Page Reader
    (<http://www-306.ibm.com/able/solution_offerings/hpr.html>)

Web designers may test their site's ease of alternative navigation by
simply unplugging the mouse. Verify that tabs are ordered correctly by
attempting to navigate to all pages and fill out all forms.

In addition, designers should make use of the array of free tools
available to test Web site accessibility. Please note that these tools
should not be used as a substitute for comprehensive testing. Many
decisions are subjective, and some functions can only be found through
manual testing.

-   Bobby Online (<http://bobby.watchfire.com/bobby/html/en/index.jsp>):
    Bobby is the most commonly used accessibility tool. Type in the URL
    of the Web page, and Bobby will test compliance with either Section
    508 standards or the W3C Accessibility Guidelines.

-   Wave (<http://www.wave.webaim.org/index.jsp>): The non-beta version
    of Wave is another common accessibility tester which can test for
    Section 508 standards and W3C Accessibility Guidelines. One benefit
    of this tool is that it shows "alt" text next to the image the text
    describes, thus facilitating the subjective decision of whether
    "alt" text adequately describes an image.

-   Vischeck (<http://www.vischeck.com/vischeck/vischeckURL.php>):
    Vischeck will display a Web page as it would appear to a color-blind
    person. It checks for three types of color-blindness.

-   Web designers using Bobby, Lift, or Webking as accessibility
    validation tools can use STEP 508 to help sort through and
    prioritize the errors/issues that these and other software might
    identify. STEP508, the Simple Tool for Error Prioritization for
    Section 508 compliance, is an electronic tool available free at
    <http://www.section508.gov/index.cfm?FuseAction=Content&ID=155>.

To increase the utility of a Web site to its users, designers should
involve those same users in the review process.

-   Before you make the Web site public, test it out with some members
    of your target group. They can help troubleshoot areas that other
    testing methods do not catch.

```{=html}
<!-- -->
```
-   Usability authority Jakob Nielsen's 2001 column on user testing
    (<http://www.useit.com/alertbox/20010805.html>) includes helpful
    considerations in observing usability tests.

```{=html}
<!-- -->
```
-   Provide a means for evaluation by the users of your Web page. Some
    grantees have found mail surveys to be helpful. Whatever method is
    used, be sure to incorporate new suggestions into the Web page.

# conclusion

Web sites can efficiently serve marketing and informational goals of
grantees, but they should not replace traditional marketing and
informational activities. Many consumers, especially in the aging
population, do not use the Internet. For other users, however, such as
those with visual impairments, your accessible Web site may be the only
readable version of your information.

To reach online aging and disabled target populations, ADRC Web sites
should be designed for accessibility. In addition, Web designers should
test the Web site using tools and target users, both before the Web site
is launched and on a continuing basis as changes are made to the design.

# Further Resources

This listing of further resources includes a few of the most useful
resources from the text of this document as well as additional
resources. Resources are organized into three categories:

5.  General Information on Accessibility Guidelines and Standards

6.  Tutorials and Resources for Developing Accessible Web Sites

7.  Tools for Checking Web Site Accessibility

  -------------------------------------- ---------------------------------------------------------------
  **General Information on Accessibility 
  Guidelines and Standards**             

  **Description of resource**            **Website URL**

  Section 508 standards                  <http://www.section508.gov/index.cfm?FuseAction=Content&ID=3>

  The W3C Web Accessibility Initiative   <http://www.w3.org/WAI/>
  Web site contains guidelines,          
  checklists, techniques, and links to   
  accessibility tools and alternative    
  browsers.                              
  -------------------------------------- ---------------------------------------------------------------

  ---------------------------------- --------------------------------------------------------------------------------------------------------
  **Tutorials and Resources for      
  Developing Accessible Web Sites**  

  **Description of resource**        **Website URL**

  WebAIM, or Web Accessibility in    [www.webaim.org](http://www.webaim.org/)
  Mind, is a non-profit organization 
  within the Center for Persons with 
  Disabilities at Utah State         
  University. The WebAIM Web site    
  contains information on concepts,  
  techniques, and accessibility      
  tools.                             

  Jim Thatcher wrote this tutorial   http://www.jimthatcher.com/webcourse1.htm
  on Section 508 Accessibility for   
  the Information Technology         
  Technical Assistance and Training  
  Center.                            

  Adobe maintains this Web site with <http://www.adobe.com/enterprise/accessibility/>
  information on how to create or    
  read accessible PDF files.         

  The National Center for Accessible <http://ncam.wgbh.org/richmedia/>
  Media website includes many        
  resources on making rich media     
  accessible to people with          
  disabilities. NCAM's tool MAGpie   
  facilitates the process of         
  creating captions.                 

  Web designers using Dreamweaver    <http://dynamic.macromedia.com/bin/MM/exchange/extension_detail.jsp?product=dreamweaver&extOid=195842>
  may download this extension geared 
  toward developing accessible pages 
  with Dreamweaver.                  

  **Tools for Checking Web Site      
  Accessibility**                    

  **Description of resource**        **Website URL**

  JAWS (screen reader)               <http://www.freedomscientific.com/fs_downloads/jaws.asp>

  55Window-Eyes (screen reader)      <http://www.gwmicro.com/demo/>

  IBM Home Page Reader (screen       http://www-306.ibm.com/able/solution_offerings/hpr.html
  reader)                            

  Bobby Online is the most commonly  <http://bobby.watchfire.com/bobby/html/en/index.jsp>
  used accessibility tool. Type in   
  the URL of the Web page, and Bobby 
  will test compliance with either   
  Section 508 standards or the W3C   
  Accessibility Guidelines.          

  Wave is another common             <http://www.wave.webaim.org/index.jsp>
  accessibility tester which can     
  test for Section 508 standards and 
  W3C Accessibility Guidelines. One  
  benefit of this tool is that it    
  shows "alt" text next to the image 
  the text describes, thus           
  facilitating the subjective        
  decision of whether "alt" text     
  adequately describes an image.     

  Vischeck is a tool that will       <http://www.vischeck.com/vischeck/vischeckURL.php>
  display a Web page as it would     
  appear to a color-blind person.    
  ---------------------------------- --------------------------------------------------------------------------------------------------------

[^1]: U.S. Department of Commerce. *A Nation Online: Entering the
    Broadband Age.* September 2004. Available at
    <http://www.ntia.doc.gov/reports/anol/>

[^2]: Kaiser Family Foundation. *e-Health and the Elderly: How Seniors
    Use the Internet for Health Information.* January 2005. Available at
    <http://www.kff.org/entmedia/7223.cfm>

[^3]: Assistive Technology Act Programs. *Section 508 Information
    Technology Access: Questions, Answers, and Unknowns for State and
    Local Entities*. Available at <http://www.ataporg.org/itqa.asp>

[^4]: American Foundation for the Blind. *Statistics and Sources for
    Professionals*. Available at
    <http://www.afb.org/section.asp?Documentid=1367>

[^5]: U.S. Department of Commerce. *A Nation Online: Entering the
    Broadband Age.* September 2004. Available at
    <http://www.ntia.doc.gov/reports/anol/>

[^6]: Holt, Judith, Sue Hotto, and Kevin Cole. *Demographic Aspects of
    Hearing Impairment: Questions and Answers.* Center for Assessment
    and Demographic Studies, Gallaudet University. 1994. Available at
    [http://gri.gallaudet.](http://gri.gallaudet.edu/Demographics/factsheet.html#Q1)edu/Demographics/factsheet.html#Q1

[^7]: U.S. Department of Commerce. *A Nation Online: Entering the
    Broadband Age.* September 2004. Available at
    <http://www.ntia.doc.gov/reports/anol/>

[^8]: U.S. Department of Commerce. *A Nation Online: Entering the
    Broadband Age.* September 2004. Available at
    <http://www.ntia.doc.gov/reports/anol/>

[^9]: The Information Technology Technical Assistance and Training
    Center tracks specific state laws, policies, and standards found at
    <http://www.ittatc.org/laws/state_intro.cfm>.