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Voluntary Product Accessibility Template (VPAT) – Learning Environment

Desire2Learn Accessibility May 9, 2008

Contents Introduction

Key improvements

VPAT Section 1194.22 – Web-based Internet Information and Applications

© 2008 by Desire2Learn, Inc. All rights reserved

Desire2learn Voluntary Product Accessibility Template Introduction

Introduction At Desire2Learn we are dedicated to developing products that meet the needs of all our clients. We believe the design of a learning management system should not hinder a users’ learning. We are working with interested clients and accessibility groups to improve both the usability and accessibility of our products. Desire2Learn Learning Environment 8.x series includes a number or enhancements aimed at Section 508 compliance and meeting the World Wide Web Consortium’s Web Content Accessibility Guidelines (WCAG 2.0), which set requirements for making web content accessible to users with diverse use and learning needs.

The Voluntary Product Accessibility Template (VPAT) is an industry standard template for recording how a product or service conforms to Section 508 standards. The VPAT outlines the compliance of Learning Environment 8.3 Our analysis was done on tools using the 8 series framework with the understanding that as other tools are redesigned they should meet the same standards. We have recorded known issues and workarounds where possible.

Key improvements • Consistent heading tags, meaningful titles, logically ordered fields, frame titles, and

skip links for easier navigation.

• Framework controls on alt text, titles, headings, fields, page layout, etc. to ensure consistency across tools.

• Table headings, summaries, and row specific alt text in tables and grids.

• Logical tab order and tab focus.

• The ability to set special access for users with different learning needs in tools with time restricted learning material.

• The ability to refresh Chat conversations manually and change chat display order.

• Keyboard accessible HTML Editor.

© 2008 by Desire2Learn, Inc. All rights reserved 2

Desire2learn Voluntary Product Accessibility Template VPAT Section 1194.22 – Web-based Internet Information and Applications

VPAT Section 1194.22 – Web-based Internet Information and Applications

Criteria Supporting Features

Remarks and Explanations

(a) A text equivalent for every non-text element shall be provided (e.g., via "alt", "longdesc", or in element content).

Supports with exceptions

Remarks

• All system images have text equivalents. Decorative images use alt=””.

• Alt texts in grids are unique and identify which object the action applies to.

• The HTML Editor requests alt text when users insert images.

Exceptions

• Users control their own content.

• The Spellchecker is not accessible to screen reader users. It only provides a visual indication (red underline) of misspellings.

• Equations are currently not accessible to screen reader users. Equations should be explained with text.

(b) Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation.

Supports Remarks

• The interface does not use multimedia.

Exceptions


(c) Web pages shall be designed so that all information conveyed with color is also available without color, for example from context or markup.


Remarks

• Color is used for warning and confirmation messages. The text communicates meaning clearly on its own.

• Tables use shading to indicate new sections or categories.

• Tool menus and tabs use highlighting to indicate current location. This information is also communicated by headings.

• The Grades tool allows users to associate grade ranges with colors



Criteria Supporting Remarks and Explanations Features

and symbols.

Exceptions

• The Learning Environment works well with Windows High Contrast settings with the following exceptions: icons, tool menus, HTML Editor, Equation Editor.

(d) Documents shall be organized so they are readable without requiring an associated style sheet.

Supports Remarks

• Style sheets are only used for visual design. Style sheets do not affect how content is read by assistive technology.

(e) Redundant text links shall be provided for each active region of a server-side image map.

Supports Remarks

• The Learning Environment doe not use image maps.

Exceptions


(f) Client-side image maps shall be provided instead of server-side image maps except where the regions cannot be defined with an available geometric shape.

Supports Remarks

• The Learning Environment doe not use image maps.

Exceptions


(g) Row and column headers shall be identified for data tables.


Remarks

• Table summaries are used to explain table contents and actions. Table summaries are not role specific.

• Tables use column headers.

• Tables do not use row headers.

• Icons repeated on multiple rows have row specific alt text.

• Some tables use blank cells for layout.

Exceptions

• Tables do not use row headers.




(h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers.


Remarks

• Tables use span element.

Exceptions

• When there are two levels of column headers, cells do not reference the headers correctly.

(i) Frames shall be titled with text that facilitates frame identification and navigation

Supports Remarks

• Frames have descriptive titles.

• Separate frames are used for navigation vs. content.

• Some pages use empty frames for layout; they are clearly labelled.

(j) Pages shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz.

Supports Remarks

• The user interface does not contain content that flickers.

Exceptions


(k) A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes.

Not applicable Remarks

• Accessibility features are integrated into the standard Learning Environment. Text only pages are not used.

(l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the script shall be identified with functional text that can be read by Assistive Technology.


Remarks

• The Learning Environment uses dropdown menus.

Dropdown menus can be difficult for non-mouse users, especially screen reader users, to navigate. All dropdown menus begin with a descriptive option that does not perform an action, so users are not redirected on entry.

• The Learning Environment uses error balloons when there is incorrect or missing data in a required form field.




Screen readers must be set to read both the title and label of field prompts to read the error balloons.

Exceptions

• Some pages use JavaScript alerts instead of popup dialogs for error messages, confirmations, etc. These alerts are not read correctly by Jaws when using Firefox. This is a browser issue.

• Dialog boxes that open in front of a shimmed background page are not separated from the page. The focus point and tab order are set correctly, but shortcut lists for screen readers and voice recognition software read links, form fields, etc. for both areas.

(m) When a web page requires that an applet, plug-in or other application be present on the client system to interpret page content, the page must provide a link to a plug-in or applet that complies with §1194.21(a) through (l).

Supports

Remarks

• The Learning Environment includes a system check utility that looks for necessary plug-ins. The system check provides links to missing software.

(n) When electronic forms are designed to be completed on-line, the form shall allow people using Assistive Technology to access the information, field elements, and functionality required for completion and submission of the form, including all directions and cues.


Exceptions

• Some forms use a combination of fields, buttons, and links to perform actions and provide help information; this makes it difficult for people using screen readers to navigate the page. Design changes are being discussed.

• Pages for editing multiple items or categories at once do not have labels for text fields.

• The HTML Editor is not fully accessible.

• The spreadsheet view in the Grades tool does not have properly labelled fields.

Screen reader users should export their grade book to a CSV file if they want to grade users on multiple items at once.

(o) A method shall be provided that permits users to skip repetitive navigation links.

Supports

Remarks

• Skip links are provided at the start of navigation bars and widgets.

• Headings are used to organize pages and areas. Heading 1s are used




for widget titles; therefore, some pages have multiple Heading 1s.

• Tables can be sorted by different columns/types of data.

(p) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required.


Exceptions

• Users can turn off auto-refresh.

• Users can refresh data in the Chat, Discussions, and Pager tool at their own pace.

• Organizations can set time-out periods for the Learning Environment. Users are not warned before their session expires.

• Time limits can be set on Quizzes and Surveys. Users are warned before a quiz or survey closes.

• Alternative time limits (Special Access) can be set for specific users.
