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Technical Guidelines FAQs

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What resources and technical support are available to help make my Website accessible?

The central source for information on resources and technical support is the University’s Web Accessibility Website (www.webaccess.msu.edu). The Website provides current information on consulting services, techniques and tutorials, and classes and workshops available to assist in implementing the Policy.

Some of the Interim Technical Guidelines appear to be too burdensome. What are my options?

The Interim Technical Guidelines were developed using the U.S. Access Board’s Section 508 Standards and the Web Content Accessibility Guidelines developed by the World Wide Web Consortium as benchmarks in developing web accessibility standards that comply with the University’s legal obligation to provide equal access to the University’s programs, services, and activities. The Interim Technical Guidelines were issued separate from the Web Accessibility Policy so that they could be adapted as legal standards change and circumstances warrant modification. The University community is encouraged to provide feedback on the Interim Technical Guidelines to the Policy Implementation Resource Team (PIRT) during the website assessment phase. PIRT will consider all of the feedback it receives and make adjustments to the Interim Technical Guidelines as appropriate. The Policy also provides for an exception mechanism if compliance with the Policy would fundamentally alter the nature of a University program, service, or activity or would impose an undue burden.

What if my Website contains content that cannot be made accessible?

Some content, by its very nature, may not be able to be accessible. In such cases, an individual/unit should contact the University’s ADA Coordinator in the Office for Inclusion and Intercultural Initiatives to request an exception to the Policy. If an exception is granted, the information provided must be made available to individuals with a disability in an equally effective manner. The Interim Technical Guidelines provide suggestions for how to provide accessible descriptive content by which a person using accommodating technologies could understand what the inaccessible content is about.

Does the Policy prohibit links to external Web pages which do not meet the standards of the University’s Web Accessibility Policy?

No. Links to external Web pages which do not meet the standards of the University’s Policy do not have to be removed. Noncompliance should not obviate external Web pages as a source of information for the greater majority of people. In some instances, the University can encourage external sources to make Web pages more accessible. When linking to external Web pages, the University should find out if external pages are compliant with the University Policy, and be prepared to make reasonable accommodations when needed.

The Interim Technical Guidelines require that “users are notified and can delay an impending timeout”. Does this prohibit the use of limited time response items in computer-based assessments (such as online quizzes)?

No. The guidelines don’t prohibit timed experiences, or offer unlimited time for students (with or without a disability) to take an online test or quiz. Additional time for testing should be given to students only when warranted by a reasonable accommodation request verified and approved by the Resource Center for Persons with Disabilities.

The Interim Technical Guidelines require the use of “clear and simple language”. Does the Policy regulate faculty instruction, research, creative activity and personal scholarship?

While this guideline (“Clear and simple language is used throughout the site) is sensible as a general requirement for Website accessibility, we expect that at a research university the language used in academic content (such as course materials, research and personal scholarship) would be expected to require a higher level of reading comprehension. Use of such language in these contexts will not be interpreted as noncompliance with the Policy’s accessibility requirements. This readability criterion would be expected to be applied to Web content that is mainly intended for public consumption or business purposes. Use of terminology specific to the higher education environment and that does not meet this readability criterion also will not be interpreted as noncompliance with the Policy’s accessibility requirements.

Is a document created in Word likely to meet the Policy requirements?

Not always. The most common errors which result in inaccessible Word documents include:

  1. missing alt tags – Alt tags are text equivalents for non-text content (images) which may not be accessible to all users.
  2. missing descriptive links – If you’re linking to another Web page, the link should have a unique name to make it obvious where the link will take a user. For example, if you’re linking to an article in the State News, name the link “State News article”. Don’t use “click here” as the name of the link.
  3. lack of appropriate mark-up - Use header elements to convey the document structure. Screen readers apply a different tone of voice when reading heading elements than with regular text. This allows users of screen readers to quickly navigate through sections of a document.

The Libraries, Computing & Technology Training Program offers a two-hour class on “Creating Accessible and Flexible Documents” to help make documents accessible. For more information on this class or to enroll, visit www.lcttp.msu.edu.

Is a PDF document likely to meet the Policy requirements?

Not always. The most common errors which result in inaccessible PDF documents include:

  1. missing alt tags – Alt tags are text equivalents for non-text content (images) which may not be accessible to all users.
  2. missing descriptive links – If you’re linking to another Web page, the link should have a unique name to make it obvious where the link will take a user. For example, if you’re linking to an article in the State News, name the link “State News article”. Don’t use “click here” as the name of the link.
  3. lack of appropriate mark-up - Use header elements to convey the document structure. Screen readers apply a different tone of voice when reading heading elements than with regular text. This allows users of screen readers to quickly navigate through sections of a document.

The Libraries, Computing & Technology Training Program offers a two-hour class on “Creating Accessible and Flexible Documents” to help make PDF documents accessible. For more information on this class or to enroll, visit www.lcttp.msu.edu.

Does an application run from a Web page have to meet the requirements of the Web Accessibility Policy?

Yes, if the application is used to conduct core University business and academic activities as defined in the Web Accessibility Policy. Reference to “Web pages” in the Policy covers both Web pages and Web sites, including their design and any Web-delivered content or service.

If the Web page currently uses an application run on software which does not meet the requirements of the Web Accessibility Policy and it is not feasible to remediate the application, an exception to the Policy may be requested by submitting the Web Accessibility Review Form (WARF).