Web Content Accessibility Guidelines (WCAG) 2.2

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Abstract

Web Content Accessibility Guidelines (WCAG) 2.2 covers a wide range of recommendations for making Web content more accessible. Following these guidelines will make content more accessible to a wider range of people with disabilities, including accommodations for blindness and low vision, deafness and hearing loss, limited movement, speech disabilities, photosensitivity, and combinations of these, and some accommodation for learning disabilities and cognitive limitations; but will not address every user need for people with these disabilities. These guidelines address accessibility of web content on desktops, laptops, tablets, and mobile devices. Following these guidelines will also often make Web content more usable to users in general.

WCAG 2.2 success criteria are written as testable statements that are not technology-specific. Guidance about satisfying the success criteria in specific technologies, as well as general information about interpreting the success criteria, is provided in separate documents. See Web Content Accessibility Guidelines (WCAG) Overview for an introduction and links to WCAG technical and educational material.

WCAG 2.2 extends Web Content Accessibility Guidelines 2.1 [ WCAG21 ], which was published as a W3C Recommendation June 2018. Content that conforms to WCAG 2.2 also conforms to WCAG 2.0 and WCAG 2.1. The WG intends that for policies requiring conformance to WCAG 2.0 or WCAG 2.1, WCAG 2.2 can provide an alternate means of conformance. The publication of WCAG 2.2 does not deprecate or supersede WCAG 2.0 or WCAG 2.1. While WCAG 2.0 and WCAG 2.1 remain W3C Recommendations, the W3C advises the use of WCAG 2.2 to maximize future applicability of accessibility efforts. The W3C also encourages use of the most current version of WCAG when developing or updating Web accessibility policies.

Status of This Document

This section describes the status of this document at the time of its publication. A list of current W3C publications and the latest revision of this technical report can be found in the W3C technical reports index at https://www.w3.org/TR/.

This is a Proposed Recommendation of Web Content Accessibility Guidelines (WCAG) 2.2. WCAG 2.2 was published as a Candidate Recommendation on 17 May 2023 . Two previous Candidate Recommendations were published on 25 January 2023 and 6 September 2022, which resulted in normative changes due to implementation experience. The Working Group has completed work on the implementation report and no items at risk were removed from this version. A history of changes to WCAG 2.2 is available in the appendix.

The primary purpose of the Proposed Recommendation is to collect feedback from the Advisory Committee. W3C Advisory Committee Members are invited to send formal review comments to the W3C Team until 18 August 2023 . Comments should be made using the Call for Review WBS form.

Note that WCAG 2.2 is not yet a W3C Recommendation. WCAG 2.1 is the latest W3C Recommendation .

To comment, aside from Advisory Committe comments, file an issue in the W3C WCAG GitHub repository . Although the proposed Success Criteria in this document reference issues tracking discussion, the Working Group requests that public comments be filed as new issues, one issue per discrete comment. It is free to create a GitHub account to file issues. If filing issues in GitHub is not feasible, send email to [email protected] ( comment archive ).

This document was published by the Accessibility Guidelines Working Group as a Proposed Recommendation using the Recommendation track .

Publication as a Proposed Recommendation does not imply endorsement by W3C and its Members.

This is a draft document and may be updated, replaced or obsoleted by other documents at any time. It is inappropriate to cite this document as other than work in progress. The W3C Membership and other interested parties are invited to review the document and send comments through 18 July 2023. Advisory Committee Representatives should consult their WBS questionnaires . Note that substantive technical comments were expected during the Candidate Recommendation review period that ended 16 June 2023. This document was produced by a group operating under the 1 August 2017 W3C Patent Policy . W3C maintains a public list of any patent disclosures made in connection with the deliverables of the group; that page also includes instructions for disclosing a patent. An individual who has actual knowledge of a patent which the individual believes contains Essential Claim(s) must disclose the information in accordance with section 6 of the W3C Patent Policy . This document is governed by the 12 June 2023 W3C Process Document .

This section is non-normative.

Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.

WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [ WCAG20 ] and WCAG 2.1 [ WCAG21 ], which in turn built on WCAG 1.0 [ WAI-WEBCONTENT ] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview .

Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more .

Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:

Essential Components of Web Accessibility

User Agent Accessibility Guidelines (UAAG) Overview

Authoring Tool Accessibility Guidelines (ATAG) Overview

Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.

The individuals and organizations that use WCAG vary widely and include Web designers and developers, policy makers, purchasing agents, teachers, and students. In order to meet the varying needs of this audience, several layers of guidance are provided including overall principles , general guidelines , testable success criteria and a rich collection of sufficient techniques , advisory techniques , and documented common failures with examples, resource links and code.

Principles - At the top are four principles that provide the foundation for Web accessibility: perceivable, operable, understandable, and robust . See also Understanding the Four Principles of Accessibility .

Guidelines - Under the principles are guidelines. The 13 guidelines provide the basic goals that authors should work toward in order to make content more accessible to users with different disabilities. The guidelines are not testable, but provide the framework and overall objectives to help authors understand the success criteria and better implement the techniques.

Success Criteria - For each guideline, testable success criteria are provided to allow WCAG 2.2 to be used where requirements and conformance testing are necessary such as in design specification, purchasing, regulation, and contractual agreements. In order to meet the needs of different groups and different situations, three levels of conformance are defined: A (lowest), AA, and AAA (highest). Additional information on WCAG levels can be found in Understanding Levels of Conformance .

Sufficient and Advisory Techniques - For each of the guidelines and success criteria in the WCAG 2.2 document itself, the working group has also documented a wide variety of techniques . The techniques are informative and fall into two categories: those that are sufficient for meeting the success criteria and those that are advisory . The advisory techniques go beyond what is required by the individual success criteria and allow authors to better address the guidelines. Some advisory techniques address accessibility barriers that are not covered by the testable success criteria. Where common failures are known, these are also documented. See also Sufficient and Advisory Techniques in Understanding WCAG 2.2 .

All of these layers of guidance (principles, guidelines, success criteria, and sufficient and advisory techniques) work together to provide guidance on how to make content more accessible. Authors are encouraged to view and apply all layers that they are able to, including the advisory techniques, in order to best address the needs of the widest possible range of users.

Note that even content that conforms at the highest level (AAA) will not be accessible to individuals with all types, degrees, or combinations of disability, particularly in the cognitive, language, and learning areas. Authors are encouraged to consider the full range of techniques, including the advisory techniques, Making Content Usable for People with Cognitive and Learning Disabilities , as well as to seek relevant advice about current best practice to ensure that Web content is accessible, as far as possible, to this community. Metadata may assist users in finding content most suitable for their needs.

The WCAG 2.2 document is designed to meet the needs of those who need a stable, referenceable technical standard. Other documents, called supporting documents, are based on the WCAG 2.2 document and address other important purposes, including the ability to be updated to describe how WCAG would be applied with new technologies. Supporting documents include:

How to Meet WCAG 2.2 - A customizable quick reference to WCAG 2.2 that includes all of the guidelines, success criteria, and techniques for authors to use as they are developing and evaluating Web content. This includes content from WCAG 2.0, 2.1 2.2 and can be filtered in many ways to help authors focus on relevant content.

Understanding WCAG 2.2 - A guide to understanding and implementing WCAG 2.2. There is a short "Understanding" document for each guideline and success criterion in WCAG 2.2 as well as key topics.

Techniques for WCAG 2.2 - A collection of techniques and common failures, each in a separate document that includes a description, examples, code and tests.

The WCAG 2 Documents - A brief introduction to the WCAG 2 supporting documents and supplemental guidance.

What's New in WCAG 2.2 introduces the new success criteria with persona quotes that illustrate the accessibility issues.

See Web Content Accessibility Guidelines (WCAG) Overview for a description of the WCAG 2.2 supporting material, including education resources related to WCAG 2. Additional resources covering topics such as the business case for Web accessibility, planning implementation to improve the accessibility of Web sites, and accessibility policies are listed in WAI Resources .

WCAG 2.2 meets a set of requirements for WCAG 2.2 which, in turn, inherit requirements from previous WCAG 2 versions. Requirements structure the overall framework of guidelines and ensure backwards compatibility. The Working Group also used a less formal set of acceptance criteria for success criteria, to help ensure success criteria are similar in style and quality to those in WCAG 2.0. These requirements constrained what could be included in WCAG 2.2. This constraint was important to preserve its nature as a dot-release of WCAG 2.

WCAG 2.2 was initiated with the goal to continue the work of WCAG 2.1: Improving accessibility guidance for three major groups: users with cognitive or learning disabilities, users with low vision, and users with disabilities on mobile devices. Many ways to meet these needs were proposed and evaluated, and a set of these were refined by the Working Group. Structural requirements inherited from WCAG 2.0, clarity and impact of proposals, and timeline led to the final set of success criteria included in this version. The Working Group considers that WCAG 2.2 incrementally advances web content accessibility guidance for all these areas, but underscores that not all user needs are met by these guidelines.

WCAG 2.2 builds on and is backwards compatible with WCAG 2.1, meaning web pages that conform to WCAG 2.2 are at least as accessible as pages that conform to WCAG 2.1. Requirements have been added that build on 2.1 and 2.0. WCAG 2.2 has removed one success criterion, 4.1.1 Parsing . Authors that are required by policy to conform with WCAG 2.0 or 2.1 will be able to update content to WCAG 2.2, but may need to continue to test and report 4.1.1. Authors following more than one version of the guidelines should be aware of the following additions.

WCAG 2.2 extends WCAG 2.1 by adding new success criteria, definitions to support them, and guidelines to organize the additions. This additive approach helps to make it clear that sites which conform to WCAG 2.2 also conform to WCAG 2.1. The Accessibility Guidelines Working Group recommends that sites adopt WCAG 2.2 as their new conformance target, even if formal obligations mention previous versions, to provide improved accessibility and to anticipate future policy changes.

The following success criteria are new in WCAG 2.2:

2.4.11 Focus Not Obscured (Minimum) (AA)

2.4.12 Focus Not Obscured (Enhanced) (AAA)

2.4.13 Focus Appearance (AAA)

2.5.7 Dragging Movements (AA)

2.5.8 Target Size (Minimum) (AA)

3.2.6 Consistent Help (A)

3.3.7 Redundant Entry (A)

3.3.8 Accessible Authentication (Minimum) (AA)

3.3.9 Accessible Authentication (Enhanced) (AAA)

The new success criteria may reference new terms that have also been added to the glossary and form part of the normative requirements of the success criteria.

In order to avoid confusion for implementers for whom backwards compatibility to WCAG 2 versions is important, new success criteria in WCAG 2.2 have been appended to the end of the set of success criteria within their guideline. This avoids the need to change the section number of success criteria from WCAG 2, which would be caused by inserting new success criteria between existing success criteria in the guideline, but it means success criteria in each guideline are no longer grouped by conformance level. The order of success criteria within each guideline does not imply information about conformance level; only the conformance level indicator (A / AA / AAA) on the success criterion itself indicates this. The WCAG 2.2 Quick Reference will provide a way to view success criteria grouped by conformance level, along with many other filter and sort options.

WCAG 2.2 uses the same conformance model as WCAG 2.0. It is intended that sites that conform to WCAG 2.2 also conform to WCAG 2.0 and WCAG 2.1, which means they meet the requirements of any policies that reference WCAG 2.0 or WCAG 2.1, while also better meeting the needs of users on the current Web.

In parallel with WCAG 2.2, the Accessibility Guidelines Working Group is developing another major version of accessibility guidelines. The result of this work is expected to be a more substantial restructuring of web accessibility guidance than would be realistic for dot-releases of WCAG 2. The work follows a research-focused, user-centered design methodology to produce the most effective and flexible outcome, including the roles of content authoring, user agent support, and authoring tool support. This is a multi-year effort, so WCAG 2.2 is needed as an interim measure to provide updated web accessibility guidance to reflect changes on the web since the publication of WCAG 2.0. The Working Group might also develop additional interim versions, continuing with WCAG 2.2, on a similar short timeline to provide additional support while the major version is completed.

Information and user interface components must be presentable to users in ways they can perceive.

Understanding Text Alternatives |
How to Meet Text Alternatives

Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language.

Understanding Non-text Content |
How to Meet Non-text Content

(Level A)

All non-text content that is presented to the user has a text alternative that serves the equivalent purpose, except for the situations listed below.

If non-text content is time-based media, then text alternatives at least provide descriptive identification of the non-text content. (Refer to Guideline 1.2 for additional requirements for media.)

If non-text content is a test or exercise that would be invalid if presented in text , then text alternatives at least provide descriptive identification of the non-text content.

If non-text content is primarily intended to create a specific sensory experience , then text alternatives at least provide descriptive identification of the non-text content.

If the purpose of non-text content is to confirm that content is being accessed by a person rather than a computer, then text alternatives that identify and describe the purpose of the non-text content are provided, and alternative forms of CAPTCHA using output modes for different types of sensory perception are provided to accommodate different disabilities.

If non-text content is pure decoration , is used only for visual formatting, or is not presented to users, then it is implemented in a way that it can be ignored by assistive technology .

Understanding Time-based Media |
How to Meet Time-based Media

Provide alternatives for time-based media.

Understanding Audio-only and Video-only (Prerecorded) |
How to Meet Audio-only and Video-only (Prerecorded)

(Level A)

For prerecorded audio-only and prerecorded video-only media, the following are true, except when the audio or video is a media alternative for text and is clearly labeled as such:

Understanding Captions (Prerecorded) |
How to Meet Captions (Prerecorded)

(Level A)

Captions are provided for all prerecorded audio content in synchronized media , except when the media is a media alternative for text and is clearly labeled as such.

Understanding Audio Description or Media Alternative (Prerecorded) |
How to Meet Audio Description or Media Alternative (Prerecorded)

(Level A)

An alternative for time-based media or audio description of the prerecorded video content is provided for synchronized media , except when the media is a media alternative for text and is clearly labeled as such.

Understanding Captions (Live) |
How to Meet Captions (Live)

(Level AA)

Captions are provided for all live audio content in synchronized media .

Understanding Audio Description (Prerecorded) |
How to Meet Audio Description (Prerecorded)

(Level AA)

Audio description is provided for all prerecorded video content in synchronized media .

Understanding Sign Language (Prerecorded) |
How to Meet Sign Language (Prerecorded)

(Level AAA)

Sign language interpretation is provided for all prerecorded audio content in synchronized media .

Understanding Extended Audio Description (Prerecorded) |
How to Meet Extended Audio Description (Prerecorded)

(Level AAA)

Where pauses in foreground audio are insufficient to allow audio descriptions to convey the sense of the video, extended audio description is provided for all prerecorded video content in synchronized media .

Understanding Media Alternative (Prerecorded) |
How to Meet Media Alternative (Prerecorded)

(Level AAA)

An alternative for time-based media is provided for all prerecorded synchronized media and for all prerecorded video-only media.

Understanding Audio-only (Live) |
How to Meet Audio-only (Live)

(Level AAA)

An alternative for time-based media that presents equivalent information for live audio-only content is provided.

Understanding Adaptable |
How to Meet Adaptable

Create content that can be presented in different ways (for example simpler layout) without losing information or structure.

Understanding Info and Relationships |
How to Meet Info and Relationships

(Level A)

Information, structure , and relationships conveyed through presentation can be programmatically determined or are available in text.

Understanding Sensory Characteristics |
How to Meet Sensory Characteristics

(Level A)

Instructions provided for understanding and operating content do not rely solely on sensory characteristics of components such as shape, color, size, visual location, orientation, or sound.

Note

For requirements related to color, refer to Guideline 1.4 .

Understanding Orientation |
How to Meet Orientation

(Level AA)

Content does not restrict its view and operation to a single display orientation, such as portrait or landscape, unless a specific display orientation is essential .

Note

Examples where a particular display orientation may be essential are a bank check, a piano application, slides for a projector or television, or virtual reality content where content is not necessarily restricted to landscape or portrait display orientation.

Understanding Identify Input Purpose |
How to Meet Identify Input Purpose

(Level AA)

The purpose of each input field collecting information about the user can be programmatically determined when:

The input field serves a purpose identified in the Input Purposes for user interface components section ; and

The content is implemented using technologies with support for identifying the expected meaning for form input data.

Understanding Distinguishable |
How to Meet Distinguishable

Make it easier for users to see and hear content including separating foreground from background.

Understanding Use of Color |
How to Meet Use of Color

(Level A)

Color is not used as the only visual means of conveying information, indicating an action, prompting a response, or distinguishing a visual element.

Note

This success criterion addresses color perception specifically. Other forms of perception are covered in Guideline 1.3 including programmatic access to color and other visual presentation coding.

Understanding Audio Control |
How to Meet Audio Control

(Level A)

If any audio on a Web page plays automatically for more than 3 seconds, either a mechanism is available to pause or stop the audio, or a mechanism is available to control audio volume independently from the overall system volume level.

Note

Since any content that does not meet this success criterion can interfere with a user's ability to use the whole page, all content on the Web page (whether or not it is used to meet other success criteria) must meet this success criterion. See Conformance Requirement 5: Non-Interference .

Text or images of text that are part of an inactive user interface component , that are pure decoration , that are not visible to anyone, or that are part of a picture that contains significant other visual content, have no contrast requirement.

Understanding Low or No Background Audio |
How to Meet Low or No Background Audio

(Level AAA)

For prerecorded audio-only content that (1) contains primarily speech in the foreground, (2) is not an audio CAPTCHA or audio logo, and (3) is not vocalization intended to be primarily musical expression such as singing or rapping, at least one of the following is true:

The background sounds are at least 20 decibels lower than the foreground speech content, with the exception of occasional sounds that last for only one or two seconds.

Note

Per the definition of "decibel," background sound that meets this requirement will be approximately four times quieter than the foreground speech content.

Understanding Visual Presentation |
How to Meet Visual Presentation

(Level AAA)

For the visual presentation of blocks of text , a mechanism is available to achieve the following:

Foreground and background colors can be selected by the user.

Width is no more than 80 characters or glyphs (40 if CJK).

Text is not justified (aligned to both the left and the right margins).

Line spacing (leading) is at least space-and-a-half within paragraphs, and paragraph spacing is at least 1.5 times larger than the line spacing.

Text can be resized without assistive technology up to 200 percent in a way that does not require the user to scroll horizontally to read a line of text on a full-screen window .

Understanding Images of Text (No Exception) |
How to Meet Images of Text (No Exception)

(Level AAA)

Images of text are only used for pure decoration or where a particular presentation of text is essential to the information being conveyed.

Note

Logotypes (text that is part of a logo or brand name) are considered essential.

Understanding Reflow |
How to Meet Reflow

(Level AA)

Content can be presented without loss of information or functionality, and without requiring scrolling in two dimensions for:

Vertical scrolling content at a width equivalent to 320 CSS pixels ;

Horizontal scrolling content at a height equivalent to 256 CSS pixels .

Except for parts of the content which require two-dimensional layout for usage or meaning.

Note

320 CSS pixels is equivalent to a starting viewport width of 1280 CSS pixels wide at 400% zoom. For web content which is designed to scroll horizontally (e.g., with vertical text), 256 CSS pixels is equivalent to a starting viewport height of 1024 CSS pixels at 400% zoom.

Note

Examples of content which requires two-dimensional layout are images required for understanding (such as maps and diagrams), video, games, presentations, data tables (not individual cells), and interfaces where it is necessary to keep toolbars in view while manipulating content. It is acceptable to provide two-dimensional scrolling for such parts of the content.

User Interface Components

Visual information required to identify user interface components and states , except for inactive components or where the appearance of the component is determined by the user agent and not modified by the author;

Graphical Objects

Parts of graphics required to understand the content, except when a particular presentation of graphics is essential to the information being conveyed.

Understanding Text Spacing |
How to Meet Text Spacing

(Level AA)

In content implemented using markup languages that support the following text style properties , no loss of content or functionality occurs by setting all of the following and by changing no other style property:

Line height (line spacing) to at least 1.5 times the font size;

Spacing following paragraphs to at least 2 times the font size;

Letter spacing (tracking) to at least 0.12 times the font size;

Word spacing to at least 0.16 times the font size.

Exception: Human languages and scripts that do not make use of one or more of these text style properties in written text can conform using only the properties that exist for that combination of language and script.

Understanding Content on Hover or Focus |
How to Meet Content on Hover or Focus

(Level AA)

Where receiving and then removing pointer hover or keyboard focus triggers additional content to become visible and then hidden, the following are true:

Dismissible

A mechanism is available to dismiss the additional content without moving pointer hover or keyboard focus, unless the additional content communicates an input error or does not obscure or replace other content;

Hoverable

If pointer hover can trigger the additional content, then the pointer can be moved over the additional content without the additional content disappearing;

Persistent

The additional content remains visible until the hover or focus trigger is removed, the user dismisses it, or its information is no longer valid.

Exception: The visual presentation of the additional content is controlled by the user agent and is not modified by the author.

Note

Examples of additional content controlled by the user agent include browser tooltips created through use of the HTML title attribute .

Note

Custom tooltips, sub-menus, and other nonmodal popups that display on hover and focus are examples of additional content covered by this criterion.

Note

This criterion applies to content that appears in addition to the triggering component itself. Since hidden components that are made visible on keyboard focus (such as links used to skip to another part of a page) do not present additional content they are not covered by this criterion.

User interface components and navigation must be operable.

Understanding Keyboard Accessible |
How to Meet Keyboard Accessible

Make all functionality available from a keyboard.

Understanding Keyboard |
How to Meet Keyboard

(Level A)

All functionality of the content is operable through a keyboard interface without requiring specific timings for individual keystrokes, except where the underlying function requires input that depends on the path of the user's movement and not just the endpoints.

Note

This exception relates to the underlying function, not the input technique. For example, if using handwriting to enter text, the input technique (handwriting) requires path-dependent input but the underlying function (text input) does not.

Note

This does not forbid and should not discourage providing mouse input or other input methods in addition to keyboard operation.

Understanding No Keyboard Trap |
How to Meet No Keyboard Trap

(Level A)

If keyboard focus can be moved to a component of the page using a keyboard interface , then focus can be moved away from that component using only a keyboard interface, and, if it requires more than unmodified arrow or tab keys or other standard exit methods, the user is advised of the method for moving focus away.

Note

Since any content that does not meet this success criterion can interfere with a user's ability to use the whole page, all content on the Web page (whether it is used to meet other success criteria or not) must meet this success criterion. See Conformance Requirement 5: Non-Interference .

Understanding Keyboard (No Exception) |
How to Meet Keyboard (No Exception)

(Level AAA)

All functionality of the content is operable through a keyboard interface without requiring specific timings for individual keystrokes.

Remap

A mechanism is available to remap the shortcut to include one or more non-printable keyboard keys (e.g., Ctrl, Alt);

Active only on focus

The keyboard shortcut for a user interface component is only active when that component has focus.

Understanding Enough Time |
How to Meet Enough Time

Provide users enough time to read and use content.

Understanding Timing Adjustable |
How to Meet Timing Adjustable

(Level A)

For each time limit that is set by the content, at least one of the following is true:

Turn off

The user is allowed to turn off the time limit before encountering it; or

Adjust

The user is allowed to adjust the time limit before encountering it over a wide range that is at least ten times the length of the default setting; or

The user is warned before time expires and given at least 20 seconds to extend the time limit with a simple action (for example, "press the space bar"), and the user is allowed to extend the time limit at least ten times; or

Note

This success criterion helps ensure that users can complete tasks without unexpected changes in content or context that are a result of a time limit. This success criterion should be considered in conjunction with Success Criterion 3.2.1 , which puts limits on changes of content or context as a result of user action.

For any moving, blinking or scrolling information that (1) starts automatically, (2) lasts more than five seconds, and (3) is presented in parallel with other content, there is a mechanism for the user to pause , stop, or hide it unless the movement, blinking, or scrolling is part of an activity where it is essential ; and

For any auto-updating information that (1) starts automatically and (2) is presented in parallel with other content, there is a mechanism for the user to pause, stop, or hide it or to control the frequency of the update unless the auto-updating is part of an activity where it is essential.

Note

For requirements related to flickering or flashing content, refer to Guideline 2.3 .

Note

Content that is updated periodically by software or that is streamed to the user agent is not required to preserve or present information that is generated or received between the initiation of the pause and resuming presentation, as this may not be technically possible, and in many situations could be misleading to do so.

Note

An animation that occurs as part of a preload phase or similar situation can be considered essential if interaction cannot occur during that phase for all users and if not indicating progress could confuse users or cause them to think that content was frozen or broken.

Understanding No Timing |
How to Meet No Timing

(Level AAA)

Timing is not an essential part of the event or activity presented by the content, except for non-interactive synchronized media and real-time events .

Understanding Interruptions |
How to Meet Interruptions

(Level AAA)

Interruptions can be postponed or suppressed by the user, except interruptions involving an emergency .

Understanding Re-authenticating |
How to Meet Re-authenticating

(Level AAA)

When an authenticated session expires, the user can continue the activity without loss of data after re-authenticating.

Understanding Timeouts |
How to Meet Timeouts

(Level AAA)

Users are warned of the duration of any user inactivity that could cause data loss, unless the data is preserved for more than 20 hours when the user does not take any actions.

Note

Privacy regulations may require explicit user consent before user identification has been authenticated and before user data is preserved. In cases where the user is a minor, explicit consent may not be solicited in most jurisdictions, countries or regions. Consultation with privacy professionals and legal counsel is advised when considering data preservation as an approach to satisfy this success criterion.

Understanding Seizures and Physical Reactions |
How to Meet Seizures and Physical Reactions

Do not design content in a way that is known to cause seizures or physical reactions.

Understanding Three Flashes or Below Threshold |
How to Meet Three Flashes or Below Threshold

(Level A)

Web pages do not contain anything that flashes more than three times in any one second period, or the flash is below the general flash and red flash thresholds .

Note

Understanding Animation from Interactions |
How to Meet Animation from Interactions

(Level AAA)

Motion animation triggered by interaction can be disabled, unless the animation is essential to the functionality or the information being conveyed.

Understanding Navigable |
How to Meet Navigable

Provide ways to help users navigate, find content, and determine where they are.

Understanding Bypass Blocks |
How to Meet Bypass Blocks

(Level A)

A mechanism is available to bypass blocks of content that are repeated on multiple Web pages .

Understanding Focus Order |
How to Meet Focus Order

(Level A)

If a Web page can be navigated sequentially and the navigation sequences affect meaning or operation, focusable components receive focus in an order that preserves meaning and operability.

Understanding Link Purpose (In Context) |
How to Meet Link Purpose (In Context)

(Level A)

The purpose of each link can be determined from the link text alone or from the link text together with its programmatically determined link context , except where the purpose of the link would be ambiguous to users in general .

Understanding Focus Visible |
How to Meet Focus Visible

(Level AA)

Any keyboard operable user interface has a mode of operation where the keyboard focus indicator is visible.

Understanding Link Purpose (Link Only) |
How to Meet Link Purpose (Link Only)

(Level AAA)

A mechanism is available to allow the purpose of each link to be identified from link text alone, except where the purpose of the link would be ambiguous to users in general .

Understanding Section Headings |
How to Meet Section Headings

(Level AAA)

Section headings are used to organize the content.

Note

"Heading" is used in its general sense and includes titles and other ways to add a heading to different types of content.

Note

This success criterion covers sections within writing, not user interface components . User interface components are covered under Success Criterion 4.1.2 .

Understanding Focus Not Obscured (Minimum) |
How to Meet Focus Not Obscured (Minimum)

(Level AA)

[New]

When a user interface component receives keyboard focus, the component is not entirely hidden due to author-created content.

Note

Where content in a configurable interface can be repositioned by the user, then only the initial positions of user-movable content are considered for testing and conformance of this Success Criterion.

Note

Content opened by the user may obscure the component receiving focus. If the user can reveal the focused component without advancing the keyboard focus, the component with focus is not considered hidden due to author-created content.

Understanding Focus Not Obscured (Enhanced) |
How to Meet Focus Not Obscured (Enhanced)

(Level AAA)

[New]

When a user interface component receives keyboard focus, no part of the component is hidden by author-created content.

[New]

When the keyboard focus indicator is visible, an area of the focus indicator meets all the following:

is at least as large as the area of a 2 CSS pixel thick perimeter of the unfocused component or sub-component, and

has a contrast ratio of at least 3:1 between the same pixels in the focused and unfocused states.

Exceptions:

The focus indicator is determined by the user agent and cannot be adjusted by the author, or

The focus indicator and the indicator's background color are not modified by the author.

Note

What is perceived as the user interface component or sub-component (to determine enclosure or size) depends on its visual presentation . The visual presentation includes the component's visible content , border, and component-specific background. It does not include shadow and glow effects outside the component's content, background, or border.

Note

Examples of sub-components that may receive a focus indicator are menu items in an opened drop-down menu, or focusable cells in a grid.

Note

Contrast calculations can be based on colors defined within the technology (such as HTML, CSS and SVG). Pixels modified by user agent resolution enhancements and anti-aliasing can be ignored.

Understanding Input Modalities |
How to Meet Input Modalities

Make it easier for users to operate functionality through various inputs beyond keyboard.

Understanding Pointer Gestures |
How to Meet Pointer Gestures

(Level A)

All functionality that uses multipoint or path-based gestures for operation can be operated with a single pointer without a path-based gesture, unless a multipoint or path-based gesture is essential .

Note

This requirement applies to web content that interprets pointer actions (i.e. this does not apply to actions that are required to operate the user agent or assistive technology).

No Down-Event

The down-event of the pointer is not used to execute any part of the function;

Abort or Undo

Completion of the function is on the up-event , and a mechanism is available to abort the function before completion or to undo the function after completion;

Up Reversal

The up-event reverses any outcome of the preceding down-event;

Essential

Completing the function on the down-event is essential .

Note

Functions that emulate a keyboard or numeric keypad key press are considered essential.

Note

This requirement applies to web content that interprets pointer actions (i.e. this does not apply to actions that are required to operate the user agent or assistive technology).

Understanding Label in Name |
How to Meet Label in Name

(Level A)

For user interface components with labels that include text or images of text , the name contains the text that is presented visually.

Note

A best practice is to have the text of the label at the start of the name.

Supported Interface

The motion is used to operate functionality through an accessibility supported interface;

Essential

The motion is essential for the function and doing so would invalidate the activity.

Understanding Target Size (Enhanced) |
How to Meet Target Size (Enhanced)

(Level AAA)

The size of the target for pointer inputs is at least 44 by 44 CSS pixels except when:

Equivalent

The target is available through an equivalent link or control on the same page that is at least 44 by 44 CSS pixels;

Inline

The target is in a sentence or block of text;

User Agent Control

The size of the target is determined by the user agent and is not modified by the author;

Essential

A particular presentation of the target is essential to the information being conveyed.

Success Criterion 2.5.6 Concurrent Input Mechanisms

Understanding Concurrent Input Mechanisms |
How to Meet Concurrent Input Mechanisms

(Level AAA)

Web content does not restrict use of input modalities available on a platform except where the restriction is essential , required to ensure the security of the content, or required to respect user settings.

Success Criterion 2.5.7 Dragging Movements

Understanding Dragging Movements |
How to Meet Dragging Movements

(Level AA)

[New]

All functionality that uses a dragging movement for operation can be achieved by a single pointer without dragging, unless dragging is essential or the functionality is determined by the user agent and not modified by the author.

Note

This requirement applies to web content that interprets pointer actions (i.e. this does not apply to actions that are required to operate the user agent or assistive technology).

Understanding Target Size (Minimum) |
How to Meet Target Size (Minimum)

(Level AA)

[New]

The size of the target for pointer inputs is at least 24 by 24 CSS pixels , except where:

Spacing: Undersized targets (those less than 24 by 24 CSS pixels) are positioned so that if a 24 CSS pixel diameter circle is centered on the bounding box of each, the circles do not intersect another target or the circle for another undersized target;

Equivalent: The function can be achieved through a different control on the same page that meets this criterion;

Inline: The target is in a sentence or its size is otherwise constrained by the line-height of non-target text;

User agent control: The size of the target is determined by the user agent and is not modified by the author;

Essential: A particular presentation of the target is essential or is legally required for the information being conveyed.

Note

Targets that allow for values to be selected spatially based on position within the target are considered one target for the purpose of the success criterion. Examples include sliders, color pickers displaying a gradient of colors, or editable areas where you position the cursor.

Note

For inline targets the line-height should be interpreted as perpendicular to the flow of text. For example, in a language displayed vertically, the line-height would be horizontal.

Information and the operation of the user interface must be understandable.

Understanding Readable |
How to Meet Readable

Make text content readable and understandable.

Success Criterion 3.1.1 Language of Page

Understanding Language of Page |
How to Meet Language of Page

(Level A)

The default human language of each Web page can be programmatically determined .

Understanding Language of Parts |
How to Meet Language of Parts

(Level AA)

The human language of each passage or phrase in the content can be programmatically determined except for proper names, technical terms, words of indeterminate language, and words or phrases that have become part of the vernacular of the immediately surrounding text.

Understanding Reading Level |
How to Meet Reading Level

(Level AAA)

When text requires reading ability more advanced than the lower secondary education level after removal of proper names and titles, supplemental content , or a version that does not require reading ability more advanced than the lower secondary education level, is available.

Understanding Pronunciation |
How to Meet Pronunciation

(Level AAA)

A mechanism is available for identifying specific pronunciation of words where meaning of the words, in context, is ambiguous without knowing the pronunciation.

Guideline 3.2 Predictable

Understanding Predictable |
How to Meet Predictable

Make Web pages appear and operate in predictable ways.

Success Criterion 3.2.1 On Focus

Understanding On Focus |
How to Meet On Focus

(Level A)

When any user interface component receives focus, it does not initiate a change of context .

Understanding Consistent Identification |
How to Meet Consistent Identification

(Level AA)

Components that have the same functionality within a set of Web pages are identified consistently.

[New]

If a Web page contains any of the following help mechanisms , and those mechanisms are repeated on multiple Web pages within a set of Web pages , they occur in the same order relative to other page content, unless a change is initiated by the user:

Human contact details;

Human contact mechanism;

Self-help option;

A fully automated contact mechanism.

Note

Help mechanisms may be provided directly on the page, or may be provided via a direct link to a different page containing the information.

Note

For this Success Criterion, "the same order relative to other page content" can be thought of as how the content is ordered when the page is serialized. The visual position of a help mechanism is likely to be consistent across pages for the same page variation (e.g., CSS break-point). The user can initiate a change, such as changing the page's zoom or orientation, which may trigger a different page variation. This criterion is concerned with relative order across pages displayed in the same page variation (e.g., same zoom level and orientation).

Guideline 3.3 Input Assistance

Understanding Input Assistance |
How to Meet Input Assistance

Help users avoid and correct mistakes.

Success Criterion 3.3.1 Error Identification

Understanding Error Identification |
How to Meet Error Identification

(Level A)

If an input error is automatically detected, the item that is in error is identified and the error is described to the user in text.

Understanding Error Suggestion |
How to Meet Error Suggestion

(Level AA)

If an input error is automatically detected and suggestions for correction are known, then the suggestions are provided to the user, unless it would jeopardize the security or purpose of the content.

Understanding Error Prevention (Legal, Financial, Data) |
How to Meet Error Prevention (Legal, Financial, Data)

(Level AA)

For Web pages that cause legal commitments or financial transactions for the user to occur, that modify or delete user-controllable data in data storage systems, or that submit user test responses, at least one of the following is true:

Reversible

Submissions are reversible.

Checked

Data entered by the user is checked for input errors and the user is provided an opportunity to correct them.

Confirmed

A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission.

Reversible

Submissions are reversible.

Checked

Data entered by the user is checked for input errors and the user is provided an opportunity to correct them.

Confirmed

A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission.

[New]

Information previously entered by or provided to the user that is required to be entered again in the same process is either:

auto-populated, or

available for the user to select.

Except when:

re-entering the information is essential ,

the information is required to ensure the security of the content, or

previously entered information is no longer valid.

Understanding Accessible Authentication (Minimum) |
How to Meet Accessible Authentication (Minimum)

(Level AA)

[New]

A cognitive function test (such as remembering a password or solving a puzzle) is not required for any step in an authentication process unless that step provides at least one of the following:

Alternative

Another authentication method that does not rely on a cognitive function test.

Mechanism

A mechanism is available to assist the user in completing the cognitive function test.

Object Recognition

The cognitive function test is to recognize objects.

Personal Content

The cognitive function test is to identify non-text content the user provided to the Web site.

Note

"Object recognition" and "Personal content" may be represented by images, video, or audio.

Note

Examples of mechanisms that satisfy this criterion include:

support for password entry by password managers to reduce memory need, and

copy and paste to reduce the cognitive burden of re-typing.

Understanding Accessible Authentication (Enhanced) |
How to Meet Accessible Authentication (Enhanced)

(Level AAA)

[New]

A cognitive function test (such as remembering a password or solving a puzzle) is not required for any step in an authentication process unless that step provides at least one of the following:

Alternative

Another authentication method that does not rely on a cognitive function test.

Mechanism

A mechanism is available to assist the user in completing the cognitive function test.

4. Robust

Content must be robust enough that it can be interpreted by a wide variety of user agents, including assistive technologies.

Understanding Compatible |
How to Meet Compatible

Maximize compatibility with current and future user agents, including assistive technologies.

Success Criterion 4.1.1 Parsing (Obsolete and removed)

Understanding Parsing (Obsolete and removed) |
How to Meet Parsing (Obsolete and removed)

Note

This criterion was originally adopted to address problems that assistive technology had directly parsing HTML. Assistive technology no longer has any need to directly parse HTML. Consequently, these problems either no longer exist or are addressed by other criteria. This criterion no longer has utility and is removed.

Understanding Name, Role, Value |
How to Meet Name, Role, Value

(Level A)

For all user interface components (including but not limited to: form elements, links and components generated by scripts), the name and role can be programmatically determined ; states, properties, and values that can be set by the user can be programmatically set ; and notification of changes to these items is available to user agents , including assistive technologies .

Note

This success criterion is primarily for Web authors who develop or script their own user interface components. For example, standard HTML controls already meet this success criterion when used according to specification.

This section lists requirements for conformance to WCAG 2.2. It also gives information about how to make conformance claims, which are optional. Finally, it describes what it means to be accessibility supported , since only accessibility-supported ways of using technologies can be relied upon for conformance. Understanding Conformance includes further explanation of the accessibility-supported concept.

5.1 Interpreting Normative Requirements

The main content of WCAG 2.2 is normative and defines requirements that impact conformance claims. Introductory material, appendices, sections marked as "non-normative", diagrams, examples, and notes are informative (non-normative). Non-normative material provides advisory information to help interpret the guidelines but does not create requirements that impact a conformance claim.

The key words MAY , MUST , MUST NOT , NOT RECOMMENDED , RECOMMENDED , SHOULD , and SHOULD NOT are to be interpreted as described in [ RFC2119 ].

5.2 Conformance Requirements

In order for a Web page to conform to WCAG 2.2, all of the following conformance requirements must be satisfied:

One of the following levels of conformance is met in full.

For Level A conformance (the minimum level of conformance), the Web page satisfies all the Level A Success Criteria, or a conforming alternate version is provided.

For Level AA conformance, the Web page satisfies all the Level A and Level AA Success Criteria, or a Level AA conforming alternate version is provided.

For Level AAA conformance, the Web page satisfies all the Level A, Level AA and Level AAA Success Criteria, or a Level AAA conforming alternate version is provided.

Note

Although conformance can only be achieved at the stated levels, authors are encouraged to report (in their claim) any progress toward meeting success criteria from all levels beyond the achieved level of conformance.

Note

It is not recommended that Level AAA conformance be required as a general policy for entire sites because it is not possible to satisfy all Level AAA Success Criteria for some content.

5.2.2 Full pages

Conformance (and conformance level) is for full Web page(s) only, and cannot be achieved if part of a Web page is excluded.

Note

For the purpose of determining conformance, alternatives to part of a page's content are considered part of the page when the alternatives can be obtained directly from the page, e.g., a long description or an alternative presentation of a video.

Note

Authors of Web pages that cannot conform due to content outside of the author's control may consider a Statement of Partial Conformance .

Note

A full page includes each variation of the page that is automatically presented by the page for various screen sizes (e.g. variations in a responsive Web page). Each of these variations needs to conform (or needs to have a conforming alternate version) in order for the entire page to conform.

5.2.3 Complete processes

When a Web page is one of a series of Web pages presenting a process (i.e., a sequence of steps that need to be completed in order to accomplish an activity), all Web pages in the process conform at the specified level or better. (Conformance is not possible at a particular level if any page in the process does not conform at that level or better.)

Example 1

An online store has a series of pages that are used to select and purchase products. All pages in the series from start to finish (checkout) conform in order for any page that is part of the process to conform.

5.2.4 Only Accessibility-Supported Ways of Using Technologies

Only accessibility-supported ways of using technologies are relied upon to satisfy the success criteria. Any information or functionality that is provided in a way that is not accessibility supported is also available in a way that is accessibility supported. (See Understanding accessibility support .)

5.2.5 Non-Interference

If technologies are used in a way that is not accessibility supported , or if they are used in a non-conforming way, then they do not block the ability of users to access the rest of the page. In addition, the Web page as a whole continues to meet the conformance requirements under each of the following conditions:

when any technology that is not relied upon is turned on in a user agent,

when any technology that is not relied upon is turned off in a user agent, and

when any technology that is not relied upon is not supported by a user agent

In addition, the following success criteria apply to all content on the page, including content that is not otherwise relied upon to meet conformance, because failure to meet them could interfere with any use of the page:

1.4.2 - Audio Control ,

2.1.2 - No Keyboard Trap ,

2.3.1 - Three Flashes or Below Threshold , and

2.2.2 - Pause, Stop, Hide .

Note

If a page cannot conform (for example, a conformance test page or an example page), it cannot be included in the scope of conformance or in a conformance claim.

For more information, including examples, see Understanding Conformance Requirements .

5.3 Conformance Claims (Optional)

Conformance is defined only for Web pages . However, a conformance claim may be made to cover one page, a series of pages, or multiple related Web pages.

5.3.1 Required Components of a Conformance Claim

Conformance claims are not required . Authors can conform to WCAG 2.2 without making a claim. However, if a conformance claim is made, then the conformance claim must include the following information:

Date of the claim

Guidelines title, version and URI "Web Content Accessibility Guidelines 2.2 at https://www.w3.org/TR/WCAG22/ "

Conformance level satisfied: (Level A, AA or AAA)

A concise description of the Web pages , such as a list of URIs for which the claim is made, including whether subdomains are included in the claim.

Note

The Web pages may be described by list or by an expression that describes all of the URIs included in the claim.

Note

Web-based products that do not have a URI prior to installation on the customer's Web site may have a statement that the product would conform when installed.

A list of the Web content technologies relied upon .

Note

If a conformance logo is used, it would constitute a claim and must be accompanied by the required components of a conformance claim listed above.

5.3.2 Optional Components of a Conformance Claim

In addition to the required components of a conformance claim above, consider providing additional information to assist users. Recommended additional information includes:

A list of success criteria beyond the level of conformance claimed that have been met. This information should be provided in a form that users can use, preferably machine-readable metadata.

A list of the specific technologies that are " used but not relied upon ."

A list of user agents, including assistive technologies that were used to test the content.

A list of specific accessibility characteristics of the content, provided in machine-readable metadata.

Information about any additional steps taken that go beyond the success criteria to enhance accessibility.

A machine-readable metadata version of the list of specific technologies that are relied upon .

A machine-readable metadata version of the conformance claim.

Note

Refer to Understanding Conformance Claims for more information and example conformance claims.

Note

Refer to Understanding Metadata for more information about the use of metadata in conformance claims.

5.4 Statement of Partial Conformance - Third Party Content

Web pages that will later have additional content added can use a 'statement of partial conformance'. For example, an email program, a blog, an article that allows users to add comments, or applications supporting user-contributed content. Another example would be a page, such as a portal or news site, composed of content aggregated from multiple contributors, or sites that automatically insert content from other sources over time, such as when advertisements are inserted dynamically.

In these cases, it is not possible to know at the time of original posting what the uncontrolled content of the pages will be. It is important to note that the uncontrolled content can affect the accessibility of the controlled content as well. Two options are available:

A determination of conformance can be made based on best knowledge. If a page of this type is monitored and repaired (non-conforming content is removed or brought into conformance) within two business days, then a determination or claim of conformance can be made since, except for errors in externally contributed content which are corrected or removed when encountered, the page conforms. No conformance claim can be made if it is not possible to monitor or correct non-conforming content;

A "statement of partial conformance" may be made that the page does not conform, but could conform if certain parts were removed. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.2 at level X if the following parts from uncontrolled sources were removed." In addition, the following would also be true of uncontrolled content that is described in the statement of partial conformance:

It is not content that is under the author's control.

It is described in a way that users can identify (e.g., they cannot be described as "all parts that we do not control" unless they are clearly marked as such.)

A "statement of partial conformance due to language" may be made when the page does not conform, but would conform if accessibility support existed for (all of) the language(s) used on the page. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.2 at level X if accessibility support existed for the following language(s):"

6. Glossary

abbreviation

shortened form of a word, phrase, or name where the abbreviation has not become part of the language

Note

This includes initialisms and acronyms where:

initialisms are shortened forms of a name or phrase made from the initial letters of words or syllables contained in that name or phrase

Note

Not defined in all languages.

Example 2

SNCF is a French initialism that contains the initial letters of the Société Nationale des Chemins de Fer , the French national railroad. Example 3

ESP is an initialism for extrasensory perception.

acronyms are abbreviated forms made from the initial letters or parts of other words (in a name or phrase) which may be pronounced as a word Example 4

NOAA is an acronym made from the initial letters of the National Oceanic and Atmospheric Administration in the United States.

Note

Some companies have adopted what used to be an initialism as their company name. In these cases, the new name of the company is the letters (for example, Ecma) and the word is no longer considered an abbreviation.

supported by users' assistive technologies as well as the accessibility features in browsers and other user agents

To qualify as an accessibility-supported use of a Web content technology (or feature of a technology), both 1 and 2 must be satisfied for a Web content technology (or feature):

The way that the Web content technology is used must be supported by users' assistive technology (AT). This means that the way that the technology is used has been tested for interoperability with users' assistive technology in the human language(s) of the content,

The technology is supported natively in widely-distributed user agents that are also accessibility supported (such as HTML and CSS);

The technology is supported in a widely-distributed plug-in that is also accessibility supported;

The content is available in a closed environment, such as a university or corporate network, where the user agent required by the technology and used by the organization is also accessibility supported;

The user agent(s) that support the technology are accessibility supported and are available for download or purchase in a way that:

Note

The Accessibility Guidelines Working Group and the W3C do not specify which or how much support by assistive technologies there must be for a particular use of a Web technology in order for it to be classified as accessibility supported. (See Level of Assistive Technology Support Needed for "Accessibility Support" .)

Note

Web technologies can be used in ways that are not accessibility supported as long as they are not relied upon and the page as a whole meets the conformance requirements, including Conformance Requirement 4 and Conformance Requirement 5 .

Note

When a Web Technology is used in a way that is "accessibility supported," it does not imply that the entire technology or all uses of the technology are supported. Most technologies, including HTML, lack support for at least one feature or use. Pages conform to WCAG only if the uses of the technology that are accessibility supported can be relied upon to meet WCAG requirements.

Note

When citing Web content technologies that have multiple versions, the version(s) supported should be specified.

Note

One way for authors to locate uses of a technology that are accessibility supported would be to consult compilations of uses that are documented to be accessibility supported. (See Understanding Accessibility-Supported Web Technology Uses .) Authors, companies, technology vendors, or others may document accessibility-supported ways of using Web content technologies. However, all ways of using technologies in the documentation would need to meet the definition of accessibility-supported Web content technologies above.

document including correctly sequenced text descriptions of time-based visual and auditory information and providing a means for achieving the outcomes of any time-based interaction

Note

A screenplay used to create the synchronized media content would meet this definition only if it was corrected to accurately represent the final synchronized media after editing.

the purpose cannot be determined from the link and all information of the Web page presented to the user simultaneously with the link (i.e., readers without disabilities would not know what a link would do until they activated it) Example 5

The word guava in the following sentence "One of the notable exports is guava" is a link. The link could lead to a definition of guava, a chart listing the quantity of guava exported or a photograph of people harvesting guava. Until the link is activated, all readers are unsure and the person with a disability is not at any disadvantage.

hardware and/or software that acts as a user agent , or along with a mainstream user agent, to provide functionality to meet the requirements of users with disabilities that go beyond those offered by mainstream user agents

Note

functionality provided by assistive technology includes alternative presentations (e.g., as synthesized speech or magnified content), alternative input methods (e.g., voice), additional navigation or orientation mechanisms, and content transformations (e.g., to make tables more accessible).

Note

Assistive technologies often communicate data and messages with mainstream user agents by using and monitoring APIs.

Note

The distinction between mainstream user agents and assistive technologies is not absolute. Many mainstream user agents provide some features to assist individuals with disabilities. The basic difference is that mainstream user agents target broad and diverse audiences that usually include people with and without disabilities. Assistive technologies target narrowly defined populations of users with specific disabilities. The assistance provided by an assistive technology is more specific and appropriate to the needs of its target users. The mainstream user agent may provide important functionality to assistive technologies like retrieving Web content from program objects or parsing markup into identifiable bundles. Example 6

Assistive technologies that are important in the context of this document include the following:

screen magnifiers, and other visual reading assistants, which are used by people with visual, perceptual and physical print disabilities to change text font, size, spacing, color, synchronization with speech, etc. in order to improve the visual readability of rendered text and images;

screen readers, which are used by people who are blind to read textual information through synthesized speech or braille;

text-to-speech software, which is used by some people with cognitive, language, and learning disabilities to convert text into synthetic speech;

speech recognition software, which may be used by people who have some physical disabilities;

alternative keyboards, which are used by people with certain physical disabilities to simulate the keyboard (including alternate keyboards that use head pointers, single switches, sip/puff and other special input devices.);

alternative pointing devices, which are used by people with certain physical disabilities to simulate mouse pointing and button activations.

the technology of sound reproduction

Note

Audio can be created synthetically (including speech synthesis), recorded from real world sounds, or both.

narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone

Note

Audio description of video provides information about actions, characters, scene changes, on-screen text, and other visual content.

Note

In standard audio description, narration is added during existing pauses in dialogue. (See also extended audio description .)

Note

Where all of the video information is already provided in existing audio , no additional audio description is necessary.

Note

Also called "video description" and "descriptive narration."

switch back and forth between two visual states in a way that is meant to draw attention

Note

See also flash . It is possible for something to be large enough and blink brightly enough at the right frequency to be also classified as a flash.

initialism for "Completely Automated Public Turing test to tell Computers and Humans Apart"

Note

CAPTCHA tests often involve asking the user to type in text that is displayed in an obscured image or audio file.

Note

A Turing test is any system of tests designed to differentiate a human from a computer. It is named after famed computer scientist Alan Turing. The term was coined by researchers at Carnegie Mellon University.

synchronized visual and/or text alternative for both speech and non-speech audio information needed to understand the media content

Note

Captions are similar to dialogue-only subtitles except captions convey not only the content of spoken dialogue, but also equivalents for non-dialogue audio information needed to understand the program content, including sound effects, music, laughter, speaker identification and location.

Note

Closed Captions are equivalents that can be turned on and off with some players.

Note

Open Captions are any captions that cannot be turned off. For example, if the captions are visual equivalent images of text embedded in video .

Note

Captions should not obscure or obstruct relevant information in the video.

Note

In some countries, captions are called subtitles.

Note

Audio descriptions can be, but do not need to be, captioned since they are descriptions of information that is already presented visually.

major changes that, if made without user awareness, can disorient users who are not able to view the entire page simultaneously

Changes in context include changes of:

user agent ;

viewport ;

focus;

content that changes the meaning of the Web page

Note

A change of content is not always a change of context. Changes in content, such as an expanding outline, dynamic menu, or a tab control do not necessarily change the context, unless they also change one of the above (e.g., focus). Example 7

Opening a new window, moving focus to a different component, going to a new page (including anything that would look to a user as if they had moved to a new page) or significantly re-arranging the content of a page are examples of changes of context.

[New]

A task that requires the user to remember, manipulate, or transcribe information. Examples include, but are not limited to:

memorization, such as remembering a username, password, set of characters, images, or patterns. The common identifiers name, e-mail, and phone number are not considered cognitive function tests as they are personal to the user and consistent across Web sites;

transcription, such as typing in characters;

use of correct spelling;

performance of calculations;

solving of puzzles.

conforms at the designated level, and

provides all of the same information and functionality in the same human language , and

is as up to date as the non-conforming content, and

for which at least one of the following is true:

the conforming version can be reached from the non-conforming page via an accessibility-supported mechanism , or

the non-conforming version can only be reached from the conforming version, or

the non-conforming version can only be reached from a conforming page that also provides a mechanism to reach the conforming version

Note

In this definition, "can only be reached" means that there is some mechanism, such as a conditional redirect, that prevents a user from "reaching" (loading) the non-conforming page unless the user had just come from the conforming version.

Note

The alternate version does not need to be matched page for page with the original (e.g., the conforming alternate version may consist of multiple pages).

Note

If multiple language versions are available, then conforming alternate versions are required for each language offered.

Note

Alternate versions may be provided to accommodate different technology environments or user groups. Each version should be as conformant as possible. One version would need to be fully conformant in order to meet conformance requirement 1 .

Note

The conforming alternative version does not need to reside within the scope of conformance, or even on the same Web site, as long as it is as freely available as the non-conforming version.

Note

Alternate versions should not be confused with supplementary content , which support the original page and enhance comprehension.

Note

Setting user preferences within the content to produce a conforming version is an acceptable mechanism for reaching another version as long as the method used to set the preferences is accessibility supported.

See Understanding Conforming Alternate Versions

Note

Contrast ratios can range from 1 to 21 (commonly written 1:1 to 21:1).

Note

Because authors do not have control over user settings as to how text is rendered (for example font smoothing or anti-aliasing), the contrast ratio for text can be evaluated with anti-aliasing turned off.

Note

For the purpose of Success Criteria 1.4.3 and 1.4.6, contrast is measured with respect to the specified background over which the text is rendered in normal usage. If no background color is specified, then white is assumed.

Note

Background color is the specified color of content over which the text is to be rendered in normal usage. It is a failure if no background color is specified when the text color is specified, because the user's default background color is unknown and cannot be evaluated for sufficient contrast. For the same reason, it is a failure if no text color is specified when a background color is specified.

Note

When there is a border around the letter, the border can add contrast and would be used in calculating the contrast between the letter and its background. A narrow border around the letter would be used as the letter. A wide border around the letter that fills in the inner details of the letters acts as a halo and would be considered background.

Note

WCAG conformance should be evaluated for color pairs specified in the content that an author would expect to appear adjacent in typical presentation. Authors need not consider unusual presentations, such as color changes made by the user agent, except where caused by authors' code.

visual angle of about 0.0213 degrees

A CSS pixel is the canonical unit of measure for all lengths and measurements in CSS. This unit is density-independent, and distinct from actual hardware pixels present in a display. User agents and operating systems should ensure that a CSS pixel is set as closely as possible to the CSS Values and Units Module Level 3 reference pixel [ css3-values ], which takes into account the physical dimensions of the display and the assumed viewing distance (factors that cannot be determined by content authors).

down-event

platform event that occurs when the trigger stimulus of a pointer is depressed

The down-event may have different names on different platforms, such as "touchstart" or "mousedown".

dragging movement

[New]

an operation where the pointer engages with an element on the down-event and the element (or a representation of its position) follows the pointer until an up-event

Note

Examples of draggable elements include list items, text elements, and images.

emergency

a sudden, unexpected situation or occurrence that requires immediate action to preserve health, safety, or property

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description

Note

This technique is only used when the sense of the video would be lost without the additional audio description and the pauses between dialogue/narration are too short.

a pair of opposing changes in relative luminance that can cause seizures in some people if it is large enough and in the right frequency range

Note

See general flash and red flash thresholds for information about types of flash that are not allowed.

Note

7. Input Purposes for User Interface Components

This section contains a listing of common user interface component input purposes. The terms below are not keywords that must be used, but instead represent purposes that must be captured in the taxonomy adopted by a webpage. Where applicable, authors mark up controls with the chosen taxonomy to indicate the semantic purpose. This provides the potential for user agents and assistive technologies to apply personalized presentations that can enable more people to understand and use the content.

Note

The list of input type purposes is based on the control purposes defined in the HTML specification's Autofill section , but it is important to understand that a different technology may have some or all of the same concepts defined in its specification and only the concepts that are mapped to the meanings below are required.

The following input control purposes are intended to relate to the user of the content and pertain only to information related to that individual.

name - Full name

honorific-prefix - Prefix or title (e.g., "Mr.", "Ms.", "Dr.", "M ^lle ")

given-name - Given name (in some Western cultures, also known as the first name )

additional-name - Additional names (in some Western cultures, also known as middle names , forenames other than the first name)

family-name - Family name (in some Western cultures, also known as the last name or surname )

honorific-suffix - Suffix (e.g., "Jr.", "B.Sc.", "MBASW", "II")

nickname - Nickname, screen name, handle: a typically short name used instead of the full name

organization-title - Job title (e.g., "Software Engineer", "Senior Vice President", "Deputy Managing Director")

username - A username

new-password - A new password (e.g., when creating an account or changing a password)

current-password - The current password for the account identified by the username field (e.g., when logging in)

organization - Company name corresponding to the person, address, or contact information in the other fields associated with this field

street-address - Street address (multiple lines, newlines preserved)

address-line1 - Street address (one line per field, line 1)

address-line2 - Street address (one line per field, line 2)

address-line3 - Street address (one line per field, line 3)

address-level4 - The most fine-grained administrative level, in addresses with four administrative levels

address-level3 - The third administrative level, in addresses with three or more administrative levels

address-level2 - The second administrative level, in addresses with two or more administrative levels; in the countries with two administrative levels, this would typically be the city, town, village, or other locality within which the relevant street address is found

address-level1 - The broadest administrative level in the address, i.e., the province within which the locality is found; for example, in the US, this would be the state; in Switzerland it would be the canton; in the UK, the post town

country - Country code

country-name - Country name

postal-code - Postal code, post code, ZIP code, CEDEX code (if CEDEX, append "CEDEX", and the dissement , if relevant, to the address-level2 field)

cc-name - Full name as given on the payment instrument

cc-given-name - Given name as given on the payment instrument (in some Western cultures, also known as the first name )

cc-additional-name - Additional names given on the payment instrument (in some Western cultures, also known as middle names , forenames other than the first name)

cc-family-name - Family name given on the payment instrument (in some Western cultures, also known as the last name or surname )

cc-number - Code identifying the payment instrument (e.g., the credit card number)

cc-exp - Expiration date of the payment instrument

cc-exp-month - Month component of the expiration date of the payment instrument

cc-exp-year - Year component of the expiration date of the payment instrument

cc-csc - Security code for the payment instrument (also known as the card security code (CSC), card validation code (CVC), card verification value (CVV), signature panel code (SPC), credit card ID (CCID), etc)

cc-type - Type of payment instrument

transaction-currency - The currency that the user would prefer the transaction to use

transaction-amount - The amount that the user would like for the transaction (e.g., when entering a bid or sale price)

language - Preferred language

bday - Birthday

bday-day - Day component of birthday

bday-month - Month component of birthday

bday-year - Year component of birthday

sex - Gender identity (e.g., Female, Fa’afafine )

url - Home page or other Web page corresponding to the company, person, address, or contact information in the other fields associated with this field

photo - Photograph, icon, or other image corresponding to the company, person, address, or contact information in the other fields associated with this field

tel - Full telephone number, including country code

tel-country-code - Country code component of the telephone number

tel-national - Telephone number without the country code component, with a country-internal prefix applied if applicable

tel-area-code - Area code component of the telephone number, with a country-internal prefix applied if applicable

tel-local - Telephone number without the country code and area code components

tel-local-prefix - First part of the component of the telephone number that follows the area code, when that component is split into two components

tel-local-suffix - Second part of the component of the telephone number that follows the area code, when that component is split into two components

tel-extension - Telephone number internal extension code

email - E-mail address

impp - URL representing an instant messaging protocol endpoint (for example, " aim:goim?screenname=example " or " xmpp:[email protected] ")

A. Change Log

This section shows substantive changes made in WCAG 2.2 since WCAG 2.1. Errata fixes to WCAG 2.1 have also been incorporated into WCAG 2.2.

The full commit history to WCAG 2.2 is available.

2019-11-10: Promoted Focus Visible from Level AA to Level A.

2020-01-14: Added Focus Visible (Enhanced) , later renamed to Focus Appearance (Enhanced), later removed.

2020-03-10: Renamed Pointer Target Spacing to Target Size (Minimum)

2020-03-30: Added Accessible Authentication (Minimum) .

2020-05-27: Added Dragging (later renamed Dragging Movements ).

2020-07-19: Added Findable Help (later renamed to Consistent Help ), Fixed Reference Points (Page Break Navigation), Hidden Controls (later renamed Visible Controls), Pointer Target Spacing (later renamed Target Size (Minimum) ), Redundant Entry .

2020-08-04: Added Focus Appearance (Minimum) (later renamed to Focus Appearance ) and renamed Focus Visible (Enhanced) to Focus Appearance (Enhanced) .

2020-11-02: Renamed Dragging to Dragging Movements .

2020-12-08: Renamed Hidden Controls to Visible Controls.

2021-09-21: Added Accessible Authentication (No Exception) .

2022-03-22: Added Focus Not Obscured (Minimum) .

2022-05-13: Removed Visible Controls.

2022-05-30: Added Focus Not Obscured (Enhanced) .

2022-07-15: Removed Page Break Navigation.

B. Acknowledgments

This section is non-normative.

Additional information about participation in the Accessibility Guidelines Working Group (AG WG) can be found on the Working Group home page .

B.1 Participants of the AG WG active in the development of this document:

Jake Abma (Invited Expert)

Shadi Abou-Zahra ( W3C )

Chuck Adams (Oracle Corporation)

Amani Ali (Nomensa)

Jim Allan (Invited Expert)

Paul Adam (Deque Systems, Inc.)

Christopher Auclair (VitalSource | Ingram Content Group)

Jon Avila (Level Access)

Tom Babinszki (IBM Corporation)

Bruce Bailey (U.S. Access Board)

Renaldo Bernard (University of Southampton)

Chris Blouch (Level Access)

Denis Boudreau (Deque Systems, Inc.)

Judy Brewer ( W3C )

Shari Butler (Pearson plc)

Thaddeus Cambron (Invited Expert)

Alastair Campbell (Nomensa)

Laura Carlson (Invited Expert)

Sukriti Chadha (Invited Expert)

Louis Cheng (Google)

Pietro Cirrincione (Invited Expert)

Vivienne Conway (Web Key IT Pty Ltd)

Michael Cooper ( W3C )

Jennifer Delisi (Invited Expert)

Romain Deltour (DAISY Consortium)

Wayne Dick (Knowbility, Inc)

Chaohai Ding (University of Southampton)

Kim Dirks (Thomson Reuters)

Shwetank Dixit (BarrierBreak Technologies)

Anthony Doran (TextHelp)

E.A. Draffan (University of Southampton)

Eric Eggert ( W3C )

Michael Elledge (Invited Expert)

David Fazio (Invited Expert)

Wilco Fiers (Deque Systems, Inc.)

Detlev Fischer (Invited Expert)

John Foliot (Deque Systems, Inc.)

Matt Garrish (DAISY Consortium)

Alistair Garrison (Level Access)

Michael Gower (IBM Corporation)

Jon Gunderson

Markku Hakkinen (Educational Testing Service)

Charles Hall (Invited Expert)

Katie Haritos-Shea (Knowbility, Inc)

Andy Heath (Invited Expert)

Shawn Henry ( W3C )

Thomas Hoffman (Educational Testing Service)

Sarah Horton (The Paciello Group, LLC)

Stefan Johansson (Invited Expert)

Marc Johlic (IBM Corporation)

Rick Johnson (VitalSource | Ingram Content Group)

Crystal Jones (Microsoft Corporation)

Andrew Kirkpatrick (Adobe)

John Kirkwood (Invited Expert)

Jason Kiss (Department of Internal Affairs, New Zealand Government)

Maureen Kraft (IBM Corporation)

JaEun Ku (University of Illinois at Urbana-Champaign)

Patrick Lauke (TetraLogical)

Shawn Lauriat (Google, Inc.)

Steve Lee (Invited Expert)

Alex Li (Microsoft Corporation)

Chris Loiselle (Invited Expert)

Greg Lowney (Invited Expert)

Adam Lund (Thomson Reuters)

David MacDonald (Invited Expert)

Erich Manser (IBM Corporation)

Kurt Mattes (Deque Systems, Inc.)

Scott McCormack (Level Access)

Chris McMeeking (Deque Systems, Inc.)

Jan McSorley (Pearson plc)

Neil Milliken (Unify Software and Solutions)

Rachael Montgomery (Invited Expert)

Mary Jo Mueller (IBM Corporation)

Brooks Newton (Thomson Reuters)

James Nurthen (Oracle Corporation)

Joshue O Connor (Invited Expert)

Sailesh Panchang (Deque Systems, Inc.)

Charu Pandhi (IBM Corporation)

Kim Patch (Invited Expert)

Melanie Philipp (Deque Systems, Inc.)

Mike Pluke (Invited Expert)

Ian Pouncey (TetraLogical)

Ruoxi Ran ( W3C )

Stephen Repsher (Invited Expert)

Jan Richards (Invited Expert)

John Rochford (Invited Expert)

Marla Runyan (Invited Expert)

Stefan Schnabel (SAP SE)

Ayelet Seeman (Invited Expert)

Lisa Seeman-Kestenbaum (Invited Expert)

Glenda Sims (Deque Systems, Inc.)

Avneesh Singh (DAISY Consortium)

David Sloan (The Paciello Group, LLC)

Alan Smith (Invited Expert)

Jim Smith (Unify Software and Solutions)

Andrew Somers (Invited Expert)

Adam Solomon (Invited Expert)

Jaeil Song (National Information Society Agency (NIA))

Jeanne Spellman (TetraLogical)

Makoto Ueki (Invited Expert)

Jatin Vaishnav (Deque Systems, Inc.)

Gregg Vanderheiden (Raising the Floor)

Evangelos Vlachogiannis (Fraunhofer Gesellschaft)

Kathleen Wahlbin (Invited Expert)

Can Wang (Zhejiang University)

Léonie Watson (TetraLogical)

Jason White (Educational Testing Service)

Mark Wilcock (Unify Software and Solutions)

Paul Adam, Jenae Andershonis, Wilhelm Joys Andersen, Andrew Arch, Avi Arditti, Aries Arditi, Mark Barratt, Mike Barta, Sandy Bartell, Kynn Bartlett, Chris Beer, Charles Belov, Marco Bertoni, Harvey Bingham, Chris Blouch, Paul Bohman, Frederick Boland, Denis Boudreau, Patrice Bourlon, Andy Brown, Dick Brown, Doyle Burnett, Raven Calais, Ben Caldwell, Tomas Caspers, Roberto Castaldo, Sofia Celic-Li, Sambhavi Chandrashekar, Mike Cherim, Jonathan Chetwynd, Wendy Chisholm, Alan Chuter, David M Clark, Joe Clark, Darcy Clarke, James Coltham, Earl Cousins, James Craig, Tom Croucher, Pierce Crowell, Nir Dagan, Daniel Dardailler, Geoff Deering, Sébastien Delorme, Pete DeVasto, Iyad Abu Doush, Sylvie Duchateau, Cherie Eckholm, Roberto Ellero, Don Evans, Gavin Evans, Neal Ewers, Steve Faulkner, Bengt Farre, Lainey Feingold, Wilco Fiers, Michel Fitos, Alan J. Flavell, Nikolaos Floratos, Kentarou Fukuda, Miguel Garcia, P.J. Gardner, Alistair Garrison, Greg Gay, Becky Gibson, Al Gilman, Kerstin Goldsmith, Michael Grade, Karl Groves, Loretta Guarino Reid, Jon Gunderson, Emmanuelle Gutiérrez y Restrepo, Brian Hardy, Eric Hansen, Benjamin Hawkes-Lewis, Sean Hayes, Shawn Henry, Hans Hillen, Donovan Hipke, Bjoern Hoehrmann, Allen Hoffman, Chris Hofstader, Yvette Hoitink, Martijn Houtepen, Carlos Iglesias, Richard Ishida, Jonas Jacek, Ian Jacobs, Phill Jenkins, Barry Johnson, Duff Johnson, Jyotsna Kaki, Shilpi Kapoor, Leonard R. Kasday, Kazuhito Kidachi, Ken Kipness, Johannes Koch, Marja-Riitta Koivunen, Preety Kumar, Kristjan Kure, Andrew LaHart, Gez Lemon, Chuck Letourneau, Aurélien Levy, Harry Loots, Scott Luebking, Tim Lacy, Jim Ley, Alex Li, William Loughborough, N Maffeo, Mark Magennis, Kapsi Maria, Luca Mascaro, Matt May, Sheena McCullagh, Liam McGee, Jens Oliver Meiert, Niqui Merret, Jonathan Metz, Alessandro Miele, Steven Miller, Mathew J Mirabella, Matt May, Marti McCuller, Sorcha Moore, Charles F. Munat, Robert Neff, Charles Nevile, Liddy Nevile, Dylan Nicholson, Bruno von Niman, Tim Noonan, Sebastiano Nutarelli, Graham Oliver, Sean B. Palmer, Devarshi Pant, Nigel Peck, Anne Pemberton, David Poehlman, Ian Pouncey, Charles Pritchard, Kerstin Probiesch, W Reagan, Adam Victor Reed, Chris Reeve, Chris Ridpath, Lee Roberts, Mark Rogers, Raph de Rooij, Gregory J. Rosmaita, Matthew Ross, Sharron Rush, Joel Sanda, Janina Sajka, Roberto Scano, Gordon Schantz, Tim van Schie, Wolf Schmidt, Stefan Schnabel, Cynthia Shelly, Glenda Sims, John Slatin, Becky Smith, Jared Smith, Andi Snow-Weaver, Neil Soiffer, Mike Squillace, Michael Stenitzer, Diane Stottlemyer, Christophe Strobbe, Sarah J Swierenga, Jim Thatcher, Terry Thompson, Justin Thorp, David Todd, Mary Utt, Jean Vanderdonckt, Carlos A Velasco, Eric Velleman, Gijs Veyfeyken, Dena Wainwright, Paul Walsch, Daman Wandke, Richard Warren, Elle Waters, Takayuki Watanabe, Gian Wild, David Wooley, Wu Wei, Kenny Zhang, Leona Zumbo.

This publication has been funded in part with U.S. Federal funds from the Health and Human Services, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), initially under contract number ED-OSE-10-C-0067, then under contract number HHSP23301500054C, and now under HHS75P00120P00168. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Health and Human Services or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

[css3-values]: CSS Values and Units Module Level 3 . Tab Atkins Jr.; Elika Etemad. W3C. 1 December 2022. W3C Candidate Recommendation. URL: https://www.w3.org/TR/css-values-3/
[pointerevents]: Pointer Events . Jacob Rossi; Matt Brubeck. W3C. 4 April 2019. W3C Recommendation. URL: https://www.w3.org/TR/pointerevents/

C.2 Informative references

[ISO_9241-391]: Ergonomics of human-system interaction—Part 391: Requirements, analysis and compliance test methods for the reduction of photosensitive seizures . International Standards Organization. URL: https://www.iso.org/standard/56350.html
[RFC2119]: Key words for use in RFCs to Indicate Requirement Levels . S. Bradner. IETF. March 1997. Best Current Practice. URL: https://www.rfc-editor.org/rfc/rfc2119
[SRGB]: Multimedia systems and equipment - Colour measurement and management - Part 2-1: Colour management - Default RGB colour space - sRGB . IEC. URL: https://webstore.iec.ch/publication/6169
[UAAG10]: User Agent Accessibility Guidelines 1.0 . Ian Jacobs; Jon Gunderson; Eric Hansen. W3C. 17 December 2002. W3C Recommendation. URL: https://www.w3.org/TR/UAAG10/
[UNESCO]: International Standard Classification of Education . 2011. URL: https://unesdoc.unesco.org/ark:/48223/pf0000219109
[WAI-WEBCONTENT]: Web Content Accessibility Guidelines 1.0 . Wendy Chisholm; Gregg Vanderheiden; Ian Jacobs. W3C. 5 May 1999. W3C Recommendation. URL: https://www.w3.org/TR/WAI-WEBCONTENT/
[WCAG20]: Web Content Accessibility Guidelines (WCAG) 2.0 . Ben Caldwell; Michael Cooper; Loretta Guarino Reid; Gregg Vanderheiden et al. W3C. 11 December 2008. W3C Recommendation. URL: https://www.w3.org/TR/WCAG20/
[WCAG21]: Web Content Accessibility Guidelines (WCAG) 2.1 . Andrew Kirkpatrick; Joshue O'Connor; Alastair Campbell; Michael Cooper. W3C. 5 June 2018. W3C Recommendation. URL: https://www.w3.org/TR/WCAG21/ Permalink
Referenced in:
§ 3.1.4 Abbreviations § 1.2.1 Audio-only and Video-only (Prerecorded) § 1.2.3 Audio Description or Media Alternative (Prerecorded) § 1.2.8 Media Alternative (Prerecorded) § 1.2.9 Audio-only (Live) § 1.2.3 Audio Description or Media Alternative (Prerecorded) § 1.2.5 Audio Description (Prerecorded) § 1.2.7 Extended Audio Description (Prerecorded) § 6. Glossary (2) § 1.2.2 Captions (Prerecorded) § 1.2.3 Audio Description or Media Alternative (Prerecorded) § 6. Glossary § 1.2.2 Captions (Prerecorded) § 1.2.3 Audio Description or Media Alternative (Prerecorded) § 1.2.5 Audio Description (Prerecorded) § 1.2.6 Sign Language (Prerecorded) § 1.2.7 Extended Audio Description (Prerecorded) § 1.2.8 Media Alternative (Prerecorded) § 1.4.7 Low or No Background Audio § 5.3.1 Required Components of a Conformance Claim § 5.3.2 Optional Components of a Conformance Claim (2) § 6. Glossary (2) § 1.2.2 Captions (Prerecorded) § 1.2.3 Audio Description or Media Alternative (Prerecorded) § 1.2.4 Captions (Live) § 1.2.5 Audio Description (Prerecorded) § 1.2.6 Sign Language (Prerecorded) § 1.2.7 Extended Audio Description (Prerecorded) § 1.2.8 Media Alternative (Prerecorded) § 2.2.3 No Timing § 1.2.3 Audio Description or Media Alternative (Prerecorded) § 1.2.5 Audio Description (Prerecorded) § 1.2.7 Extended Audio Description (Prerecorded) § 6. Glossary (2) (3) (4) (5) (6) (7) (8)

Abstract

Status of This Document

Introduction

Background on WCAG 2

WCAG 2 Layers of Guidance

WCAG 2.2 Supporting Documents

Requirements for WCAG 2.2

Comparison with WCAG 2.1

New Features in WCAG 2.2

Numbering in WCAG 2.2

Conformance to WCAG 2.2

Later Versions of Accessibility Guidelines

1. Perceivable

Guideline 1.1 Text Alternatives

Success Criterion 1.1.1 Non-text Content

Guideline 1.2 Time-based Media

Success Criterion 1.2.1 Audio-only and Video-only (Prerecorded)

Guideline 1.3 Adaptable

Success Criterion 1.3.1 Info and Relationships

Guideline 1.4 Distinguishable

Success Criterion 1.4.1 Use of Color

Success Criterion 1.4.10 Reflow

Guideline 2.1 Keyboard Accessible

Success Criterion 2.1.1 Keyboard

Guideline 2.2 Enough Time

Success Criterion 2.2.1 Timing Adjustable

Guideline 2.3 Seizures and Physical Reactions

Success Criterion 2.3.1 Three Flashes or Below Threshold

Guideline 2.4 Navigable

Success Criterion 2.4.1 Bypass Blocks

Guideline 2.5 Input Modalities

Success Criterion 2.5.1 Pointer Gestures

Success Criterion 2.5.3 Label in Name

Success Criterion 2.5.6 Concurrent Input Mechanisms

Success Criterion 2.5.7 Dragging Movements

3. Understandable

Guideline 3.1 Readable

Success Criterion 3.1.1 Language of Page

Guideline 3.2 Predictable

Success Criterion 3.2.1 On Focus

Guideline 3.3 Input Assistance

Success Criterion 3.3.1 Error Identification

4. Robust

Guideline 4.1 Compatible

Success Criterion 4.1.1 Parsing (Obsolete and removed)

5.1 Interpreting Normative Requirements

5.2 Conformance Requirements

5.2.1 Conformance Level

5.2.2 Full pages

5.2.3 Complete processes

5.2.4 Only Accessibility-Supported Ways of Using Technologies

5.2.5 Non-Interference

5.3 Conformance Claims (Optional)

5.3.1 Required Components of a Conformance Claim

5.3.2 Optional Components of a Conformance Claim

5.4 Statement of Partial Conformance - Third Party Content

5.5 Statement of Partial Conformance - Language

6. Glossary

7. Input Purposes for User Interface Components

A. Change Log

B. Acknowledgments

B.1 Participants of the AG WG active in the development of this document:

B.2 Other previously active WCAG WG participants and other contributors to WCAG 2.0, WCAG 2.1, or supporting resources

B.3 Enabling funders

C.2 Informative references