Showing papers on "Web accessibility published in 2003"

Accessibility of Internet websites through time

Abstract: Using Internet Archive's Wayback Machine, a random sample of websites from 1997-2002 were retrospectively analyzed for effects that technology has on accessibility for persons with disabilities and compared to government websites. Analysis of Variance (ANOVA) and Tukey's HSD were used to determine differences among years. Random websites become progressively inaccessible through the years (p

Accessibility designer: visualizing usability for the blind

Abstract: These days, accessibility-related regulations and guidelines have been accelerating the improvement of Web accessibility. One of the accelerating factors is the development and deployment of accessibility evaluation tools for authoring time and repair time. They mainly focus on creating compliant Web sites by analyzing the HTML syntax of pages, and report that pages are compliant when there are no syntactical errors. However, such compliant pages are often not truly usable by blind users. This is because current evaluation tools merely check if the HTML tags are appropriately used to be compliant with regulations and guidelines. It would be better if such tools paid more attention to real usability, especially on time-oriented usability factors, such as the speed to reach target content, the ease of understanding the page structure, and the navigability, in order to help Web designers to create not simply compliant pages but also usable pages for the blind. Therefore, we decided to develop Accessibility Designer (aDesigner), which has capabilities to visualize blind users' usability by using colors and gradations. The visualization function allows Web designers to grasp the weak points in their pages, and to recognize how accessible or inaccessible their pages are at a glance. In this paper, after reviewing the related work, we describe our approach to visualize blind users' usability followed by an overview of Accessibility Designer. We then report on our evaluations of real Web sites using Accessibility Designer. After discussing the results, we conclude the paper.

Web accessibility in the Mid-Atlantic United States: a study of 50 homepages

Abstract: This paper reports on a study of 50 homepages in the Mid-Atlantic United States to determine what accessibility problems exist. The 50 homepages were evaluated using both the U.S. government's Section 508 guidelines as well as the Web Accessibility Initiative's (WAI) Priority Level 1 of the Web Content Accessibility Guidelines (WCAG). According to both sets of guidelines, 49 out of 50 sites were found to have accessibility problems, although some of the accessibility problems were minor and easy to fix. There are two troubling findings from this study. The Web sites that had the most accessibility problems were organizations in the Web development and information technology field, which ideally should be the leaders in making the Web more accessible. The Web accessibility software testing tools, which are available to assist people in making their Web sites more accessible, are flawed and inconsistent and require large numbers of manual checks, which many developers may not be able to do. More people need to become aware of the topic of Web accessibility, and the testing tools need to be improved so that once people are aware, it is easier for them to move their sites toward full accessibility.

Usability of e-government Web-sites for people with disabilities

Abstract: While the proportion of people with disabilities in society has been rapidly increasing due to the demographic trends long documented by many researchers, governmental leaders have paid little attention to their needs when planning and implementing Web projects. If this ignorance continues, people with disabilities will be even more disadvantaged since acquiring knowledge is now much easier for those without disabilities. This study is intended to provide an in-depth evaluation of the Web sites of Taiwan's central government based on the Web Content Accessibility (WCA) Guidelines provided by W3C. Based on the WCA Guidelines, the authors carefully studied and coded each individual Web site of the central governmental agencies. The coding results indicate that the governmental Web sites in general have made many of the mistakes warned against. In light of these research findings, this paper offers a number of strategies to improve the Web design practices in Taiwan that may also apply to public organizations in general.

Electronic doors to education: study of high school website accessibility in Iowa.

Abstract: The Americans with Disabilities Act (ADA), and Sections 504 and 508 of the Rehabilitation Act, prohibit discrimination against people with disabilities in all aspects of daily life, including education, work, and access to places of public accommodations. Increasingly, these antidiscrimination laws are used by persons with disabilities to ensure equal access to e-commerce, and to private and public Internet websites. To help assess the impact of the anti-discrimination mandate for educational communities, this study examined 157 website home pages of Iowa public high schools (52% of high schools in Iowa) in terms of their electronic accessibility for persons with disabilities. We predicted that accessibility problems would limit students and others in obtaining information from the web pages as well as limiting ability to navigate to other web pages. Findings show that although many web pages examined included information in accessible formats, none of the home pages met World Wide Web Consortium (W3C) standards for accessibility. The most frequent accessibility problem was lack of alternative text (ALT tags) for graphics. Technical sophistication built into pages was found to reduce accessibility. Implications are discussed for schools and educational institutions, and for laws, policies, and procedures on website accessibility.

Design and implementation of web-enabled teaching tools

Abstract: Web accessibility has become a major concern in terms of providing effective communication to the public. This text is designed to explore the myriad of issues regarding Web accessibility, specifically focusing on those areas that cover the design and implementation of Web-enabled teaching tools.

Evaluation of web accessibility of consumer health information websites.

Abstract: The objectives of the study are to construct a comprehensive framework for web accessibility evaluation, to evaluate the current status of web accessibility of consumer health information websites and to investigate the relationship between web accessibility and property of the websites. We selected 108 consumer health information websites from the directory service of a Web search engine. We used Web accessibility specifications to construct a framework for the measurement of Web Accessibility Barriers (WAB) of website. We found that none of the websites is completely accessible to people with disabilities, but governmental and educational health information websites exhibit better performance on web accessibility than other categories of websites. We also found that the correlation between the WAB score and the popularity of a website is statistically significant.

Accessibility of Internet websites through time

Abstract: Using Internet Archive's Wayback Machine, a random sample of websites from 1997-2002 were retrospectively analyzed for effects that technology has on accessibility for persons with disabilities and...

Web accessibility at university libraries and library schools: 2002 follow-up study

Abstract: The Americans with Disabilities Act (ADA) mandates that library programs and services must be accessible to people with disabilities. In an era in which much information resides in digitized form on the World Wide Web, the ADA's mandate must be interpreted as applying not only to physical space but also to cyberspace. Just as in the physical world, proper design is a crucial issue. Only accessibly-designed Web pages ensure that all people, including those with print disabilities, have access to Web-based information. Previous studies indicate that a large proportion of campus, as well at the main libraries on these campuses. This study looks at all 56 North American ALA-accredited schools of library and information science (SLIS), as well at the main libraries on these campuses. Accessibility data collected in February 2002 are compared to 2000 data. The findings continue to give cause for concern: It is reasonable to assume that low Web page accessibility at the nation's library schools reflects a lack of awareness about this issue among the leaders and trainers in the library profession.

Web Access to Cultural Heritage for the Disabled

Abstract: Physical disabled access is something that most cultural institutions such as museums consider very seriously. Indeed, there are normally legal requirements to do so. However, online disabled access is still a relatively novel and developing field. Many cultural organizations have not yet considered the issues in depth and web developers are not necessarily experts either. The interface for websites is normally tested with major browsers, but not with specialist software like text to audio converters for the blind or against the relevant accessibility and validation standards. We consider the current state of the art in this area, especially with respect to aspects of particular importance to the access of cultural heritage.

An assessment of Web accessibility of UK accountancy firms

Abstract: The growth of the Internet and Web offers opportunities to both organisations and individuals. Some of this opportunity is lost to both though if Web site content is not accessible. To date this fact has received little attention. However, as the market matures and legal parameters surrounding discrimination become clearer, the topic of accessibility will take on increasing significance. The purpose of this paper is to contribute to those assessments of Web content accessibility already undertaken, as well as to spread the accessibility word to a wider audience. The study looked at the accessibility of UK‐based accountancy sites utilising the evaluation software Bobby. It found that the accessibility of UK‐based accountancy firms to be relatively poor in comparison to other (mostly US and university and library) surveys.

Accessibility metrics of web pages for blind end-users

Abstract: The Internet offers new possibilities to the access of information, but sometimes the design of web pages obstructs the contents making them inaccessible to everybody, especially for those people with visual disabilities. Accessibility of web pages is an area that is gaining more and more interest. Not only do we have technique recommendations from the World Wide Web Consortium but also legal policies following these recommendations in several countries. In order to measure the fulfilment of these guidelines, different tools have been designed. These tools are useful mainly from the point of view of designers. However, they do not offer a global indicator of accessibility to endusers at the moment of surfing the net. For visually handicapped people, especially blind people, not only is a way necessary to know the degree of accessibility of web pages when being visited (not only the page as a whole, but also the different parts of the page). In the context of the project KAI (Kit for the Accessibility to the Internet), an accessibility measurement module has been developed, able to give a global indicator of accessibility at the moment of surfing the net. Moreover, the degree to which accessibility can be obtained in an independent way for each element belonging to the web page. This paper presents the main ideas behind this module.

The semantic web, web accessibility, and device independence

Abstract: Over the past several years there has been a significant increase in awareness of the need for Web accessibility and development of policies relating to Web accessibility in Europe. Techniques for implementations have been standardized and benchmark guidelines accepted (Web Content Accessibility Guidelines -- i.e. WCAG).However, as Web protocols and technologies develop, new opportunities become available, and it may be realistic to open Web content to more and more people, and to develop more powerful accessibility solutions.

Accessibility of Web‐based library databases: the vendors’ perspectives

Abstract: Accessibility, as defined by the Americans with Disabilities Act (ADA) of 1990, pertains to accessibility of online environments as well as physical environments for persons with disabilities. Web‐based resources are prevalent in libraries today, but are they accessible? An e‐mail survey was used to examine accessibility of Web‐based abstracting and indexing services from product providers’ perspectives. Company representatives were asked to address overall product accessibility, company compliance with Section 508 Standards, and product usability for persons with disabilities. Findings indicate that the ADA and Section 508 are raising database company awareness of accessibility issues. Still, companies can do more to assure product accessibility.

Improving Web accessibility

Abstract: Fifty-four million Americans - nearly one in five - live with some form of visual, auditory, motor, or cognitive disability. Although great strides have been made during the past decade to accommodate those with special needs in the physical workplace, the Internet's increasing commercial prominence is raising new questions about how far this effort should extend into cyberspace. Making Web sites fully accessible benefits everyone, not just people with disabilities.

Development of a checklist for the evaluation of the web accessibility for the aged users

Abstract: This paper presents an approach to create checklists, and to explain how it is used to develop a technique for assessing the Web interfaces accessibility focused on aged users. The observation of aged users interacting with a Web communication tool leaded to the research about recommendations to Web accessibility, especially those centered on aged users. Thus, the selected recommendations originated the first version of the checklist, which passed through three evolutionary cycles of improvement and tests until arrive to the final version. This paper also intends to sensitize the Web content creators about the questions related to these contents accessibility.

Tools for Distance Education: Towards Convergence and Integration

Abstract: Interest in the remote delivery of language instruction has increased significantly in recent years. As the Internet has displaced synchronous video as the preferred platform for distance education, the dramatically lower cost and more modest technical requirements of Web delivery make it a feasible option for a much broader range of educational institutions. More broadband connections along with the widespread availability of DVD players allow for incorporation of high-quality video into distance ed courses, while new Internet audio tools make two-way voice communications possible. The power and flexibility of the XML programming environment, now widely deployed on the Internet, make new convergences of educational and entertainment environments possible. New Web Options Web environments for distance learning can be custom-created from scratch or built using an interface supplied by a Learning Management System (LMS). A custom-built project offers the greatest amount of flexibility while avoiding the temptation to follow a pre-conceived plan for the structure of the course. On the other hand, this route makes higher demands on design and programming and thus increases cost and development time. A good number of course sites use Macromedia Director or Authorware to create content and Flash for delivery of animations and multimedia. Dreamweaver (Macromedia) and FrontPage (Microsoft) facilitate not only the creation of Web pages, but also enable addition of JavaScript interactivity through pull-down menus. To be used effectively, these tools need not just programming skill (to varying degrees) but--just as importantly--an understanding of Web design and user interface issues. A key advantage of using an LMS is the built-in course framework, a template-based system into which content is added. For distance learning, an LMS can supply crucial communication and management tools, as well as assessment builders and gradebook functionality. Although the most widely used LMS are Blackboard and WebCT, new less-expensive but still highly effective options exist. ETUDES, from Foothill College offers an easy-to-use interface for distance learning and has features comparable to Blackboard (and scores higher in Web accessibility). The Manila environment, part of Userland Frontier, is innovative and powerful groupware which excels at creating a multi-user writing environment. It allows new information to be easily posted to a weblog. For some purposes Manila may work better than WebCT. One of the most welcome Web products for language learning is Wimba, which allows for creation of a variety of voice-enabled Web pages, including voice boards which use the familiar format of threaded discussion forums for the exchange of recorded messages. Wimba is being widely used in the US in language learning, for example, at the University of Arizona to supplement use of a MOO in teaching Mohave. Its use as an "online language lab" is especially useful for less commonly taught languages, with scarce local availability of native speakers. The variety of functions available in Wimba's WebLab could be used together as the core functions of a Web-delivered language class. LMS excel at course and user management but they are not strong in content creation. Course developers often create structured content outside the LMS using a mainstream multimedia authoring program or programming environment, then link to that content from inside the LMS shell. The disadvantage of this approach is the lack of functional and interface integration with the LMS. Recently, both Blackboard and WebCT have opened up their proprietary systems to plug-ins and add-ons, which extend the system functionality while retaining the familiar user interface and authoring conventions. One of the more powerful content creation tools, available for both of the leading LMS, is Lectora from Trivantis. Lectora enables creation of sophisticated learning modules which incorporate multimedia, branching, and assessments. …

Web accessibility validation and repair: which tool and why?

Abstract: The Internet may seem accessible to those using standard equipment such as a monitor, keyboard, and mouse, but in reality many who are using non‐standard devices or software to surf the Web will face difficulties accessing information. These alternative methods require that Web sites be designed to accommodate this need. Although many are knowledgeable about the US legislation Section 508 dealing with this issue, less is known about what other countries require. This paper provides an overview of the accessibility standards outlined by the Canadian Government for its Web sites. It also contains a review of four software products designed to assess violations of these standards. Each software tool is compared on a series of practical and functional indicators. For small to medium sites, A‐Prompt and Bobby are recommended and for large or multiple sites, InFocus and AccVerify are better choices. Limitations of each software product are also noted.

Developing a web authoring tool that promotes accessibility in children's designs

Abstract: This paper describes the development, with full involvement by children, of a web development tool which reflects truly how children view the World Wide Web. The tool was designed in such a way that it promoted the understanding and implementation of accessibility principles to the users.

Tension? what tension?: website accessibility and visual design

Abstract: It is a widespread belief amongst web designers and implementers that sites that are accessible to users with disabilities must by necessity be uninteresting and simple, particularly visually uninteresting -- plain, vanilla sites. It is tempting to believe that such sites do not pose interesting challenges to web designers and implementers. However, it is our contention that this belief is profoundly misguided. Certainly, a very plain, visually simple site is quite likely to be accessible (although this is not guaranteed). However, the opposite is not necessarily the case -- sites can be visually interesting and sophisticated and still highly accessible. Visual and interesting web design is largely orthogonal to accessibility and these two factors should not be seen as being in opposition to each other. Accessibility should rather be viewed as another challenge to designers and implementers, along with creating a site that is usable, interesting and appealing to mainstream users.

Web accessibility highlights and trends

Abstract: This article describes work of the Web Accessibility Initiative (WAI) at the World Wide Web Consortium (W3C) It highlights recent developments, issues, and trends which can affect the progress of Web accessibility

Automated support for older adult accessibility of e-government web sites

Abstract: The NSF-funded research described in this paper focuses on the development of automated software tools for improving Web accessibility for older adults. The Web offers great promise for immediate access to government information and resources that might not otherwise be available. Yet, there are design and information content barriers to the use of these Web sites making them virtually inaccessible to many older users. As such, automated support is essential for improving the accessibility of government Web sites by minimizing the cost and resources required to modify them. This paper describes some of the issues associated with Web accessibility for older adults and the proposed software solutions for addressing them.

A Web Service Approach to Universal Accessibility in Collaboration Services.

Abstract: The enormous growth in wireless communications and miniaturized handheld devices in the last few years, have given rise to a vast range of new services, for heterogeneous user environments. In this paper, we investigate the nature of designing distributed services that accommodate pervasive devices. We introduce Universal Accessible Web service architecture, CAROUSEL Web service. We present our collaborative Web services model linked with an event brokering service, NaradaBrokering. We discuss how a rich synchronous and asynchronous collaboration environment can support virtual communications while being built on top of a Web service infrastructure, based on industry standard portal technologies such as XML, Apache’s Jetspeed, and WSDL. The linkage of the event brokering system with a Web service based architecture is one of the critical design issues in message-based collaborative application. We also describe the approach to universal access mechanisms in our collaborative Web service model. Also included is a discussion of the prototype collaborative SVG (Scalable Vector Graphics) browser that we developed as a Web service.

Getting two for the price of one: accessibiity and usability

Abstract: If you're a fan of two-for-one deals, you'll be glad to know this: Much of the coding that makes your Web site more user-friedly also makes it meet standards for Web accessibility for disabled patrons. So if you design carefully, you're done lots of your ADA work too! Let this state library tech specialist show you tricks.

Access to technology for the disabled: the forgotten legacy of innovation?

Abstract: The growth of the importance of new technologies, particularly the Internet, has sparked a vast amount of interest in their regulation and the harnessing of their commercial potential, but much less attention has been paid to widening access. A so-called 'digital divide' has been recognised; the phenomenon of certain groups being left behind as new technology progresses. Disabled Internet users, for example the partially sighted or those with impaired motor skills, can enjoy full access to websites if they are enabled to support this access. Legal movements have been made in the area of online accessibility, particularly through the landmark Maguire v SOCOG case, and cases brought in the USA under the Rehabilitation Act 1973 and the Americans with Disabilities Act 1990. These cases often refer to the Web Content Accessibility Guidelines to determine a standard accessibility but no universal standard has yet been developed. The developments in this area are piecemeal but if accessibility requirements are recognised not only for public but also for private websites the impact will be substantial.

Enhancing web accessibility

Abstract: This demonstration will illustrate the key technical and user interface aspects of the Web Adaptation Technology. Various transformations underlying the system will be shown that illustrate how this approach enables a wide range of users with reduced visual, cognitive, and motor abilities to access a large proportion of Web pages using a standard browser.

Web Accessibility in Post-Secondary Education: Legal and Policy Considerations

Abstract: Universities, community colleges and other post-secondary institutions are increasingly using the web as a mode of communication. For example, information concerning school admission policies, campus activities, and community services as well as a wide range of staff and faculty resources are now routinely--and often times exclusively--provided via the web. In addition, distance learning course offerings have become more common and on-campus classes have increasingly included web-based modes of instruction. As an example of faculty interest and use of the web in teaching, among 1,879 University of Washington faculty who responded to a survey in 2001, 82% used the web at least weekly to support their instruction (Do you teach with technology? Faculty survey results revealing, n.d.). The findings from survey research on the use of the Internet by college students in a recently released report by the Pew Internet and American Life Project also documents the importance of the Internet to higher education students (Pew Internet and American Life Project, n.d.). The researchers concluded that, " ... it is integrated into their daily communication habits and has become a technology as ordinary as the telephone or television." Students reported that they use, " ... the Internet to communicate with professors and classmates, to do research, and to access library materials. For most college students the Internet is a functional tool, one that has greatly changed the way they interact with others and with information as they go about their studies." The Pew survey was completed by 2054 students from 27 2 and 4 year colleges and universities and was intended to be reflective of the "national population of college students." However, what is striking about this comprehensive report is the fact that students with disabilities are not mentioned. It is not clear whether the experiences of students with disabilities, who make p approximately 15% of the student body (National Center for Educational Statistics, 2002), are reflected in the survey findings. The web is becoming a common mode for instruction and communication in higher education, and while presenting unprecedented opportunities for people with disabilities this technology also presents new accessibility challenges. Web designers and programmers unaware of accessibility issues often inadvertently create barriers for people with disabilities. A website that is inaccessible to people with disabilities limits the availability of campus information and library resources. When web pages are inaccessible, students, staff and faculty with disabilities may miss out on opportunities for sharing work, communicating with peers and mentors, keeping in touch with the latest campus activities. Students with disabilities may be prevented from taking advantage of experiential learning for which they may already have limited opportunities due to their disabilities. Conversely, when web-based material is fully accessible, students with disabilities may have greatly enhanced and efficient participation (Amtmann & Johnson, 1998). Despite the lack of a federal legal requirement that private or public institutions of higher education make their websites accessible, higher education administrations are increasingly developing and implementing institutional policy that requires websites be accessible for individuals with disabilities. As we describe in the following section, educational institutions have legal obligations to ensure that all students and employees have access to the information on websites developed by the institutions necessary to participate in program activities. However, most institutions consider accessibility of web pages only when students or employees with disabilities are unable to access information and request accommodations. In many cases, making the required individual accommodation may include providing the appropriate assistive technology to access the web. …

Accessibility of Elementary Schools' Web Sites for Students with Disabilities

Abstract: The Americans with Disabilities Act (ADA) of 1990 provides the same civil rights protection to individuals with disabilities as other federal laws that prevent discrimination on the basis of race, gender, national origin, and religion (Button & Wobschall, 1994). Title III of the ADA directs that public facilities make reasonable modifications to control discrimination and support accessibility in policies, practices, and procedures (Council for Exceptional Children, 1994). As a result of this landmark legislation, accessibility alterations like providing ramps to elevated areas and providing accessible signage through height adjustments and raised lettering have become commonplace across the country. Historically, schools have focused their attentions on the Individuals with Disabilities Education Act (IDEA) which was originally called Public Law 94-142. This legislation, enacted in 1975, also provided federal funding for schools to help meet the needs of students with disabilities (Smith, 2001). In addition to requirements which require that a work place provide reasonable accommodations for workers with disabilities, ADA Title II also includes requirements that schools be accessible to students with disabilities. As more parents become aware of this legislation those elementary schools who have not historically provided reasonable accessibility for students with disabilities will come under increasing pressure to make all aspects of their programs, facilities, and services available to students with disabilities (Joffee, 1994). In addition to parental pressure national organizations such as the National Education Association have also published position papers which support the provision of a fully accessible school environment for students with disabilities (NEA, 2002). The requirement that elementary schools provided accessible environments not only has legal and professional ramifications but financial as well. Section 504 of the ADA also specifies that organizations which receive federal funding may lose that funding if they do not comply with the provisions of the ADA (Smith, 2001). The World Wide Web (WWW) is an important information resource for Elementary Schools. Accessibility across platforms and geographic distance makes the WWW an ideal universal medium for disseminating information to parents and students. Wang (1997) discussed use of the Internet for increased self-advocacy by individuals with physical impairments and disabilities. Approximately 8% of all WWW users have a disability (Capozzi, 1998). While technical developments have enhanced and provided new exciting opportunities for the WWW, they have, at the same time, complicated and limited the accessibility of the content and resources for individuals with disabilities. Physical barriers are obvious accessibility concerns confronting students with disabilities. Web site developers need to be aware that on-line barriers can create significant accessibility problems for some users. The Americans with Disabilities Act requires that all organizations make reasonable accommodations for individuals with disabilities. Section 508 of the Rehabilitation Act requires that all organizations receiving U.S. Federal funds must comply with standards that make electronic equipment and Web sites usable by people with vision impairments, hearing impairments, and other disabilities. It is important that Elementary School Web site developers use and follow standards that allow accessibility to all WWW users. A variety of disabilities can reduce accessibility to the WWW. Visual, hearing, movement, cognitive, speech, and other impairments can limit availability of information. Assisted technologies or accessibility aids such as Braille output systems, modification of keyboards, screen enlargement utilities, voice output utilities, and other technologies allow students with disabilities to access information on the WWW. However, because of the complexity of many Internet resources, some information cannot be accessed with these aids. …

Web accessibility and the law: issues in implementation

Abstract: Through a series of federal and state laws and standards, the legal foundation concerning Web accessibility that impact people with disabilities and their ability to fully overcome digital barriers and participate in the Web environment has been established. Currently, the concept of accessible design or universal design is increasingly becoming an important component of Web design. However, the unanswered questions in laws, the absence of the obligation in fulfilling legal requirements, and the general unawareness of the need to make Web pages accessible have created barriers in implementing the Americans with disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, Section 508 of the Rehabilitation Act as amended in 1998, and others. In many cases, the absence of obligations is due to unfamiliarity with legal responsibility of creating accessible Web sites. As a result, the response to Web accessibility concerns frequently comes about only on an ad hoc basis. Identifying these barriers is the first step toward solutions. There are legal and practical approaches for addressing Web accessibility issues in policies, education, research and development, and technology and tools.

Australian experiences with accessibility policies post the Sydney Olympic Games

Abstract: INTRODUCTION Accessibility policy varies from one country to another. Many of the standards in the United States of American are set by government legislation, most notably the Section 508 requirements. In Australia the requirement is for the adoption of 'best practice'. Currently that is defined through the Australian Human Rights and Equal Opportunity Commission (HREOC) 'Notes' (HREOC, 2002a) which show application of the World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI) Web Content Accessibility Guidelines (WCAG) to Australian situations. The HREOC 'Notes' are not legal requirements, but do give service providers advice on how to avoid discrimination. HREOC's Notes interpret the Disability Discrimination Act 1992 (DDA) to specify that equal access for people with a disability is required by law where it can reasonably be provided. This is as applicable to individuals and organisations developing web pages and online services as it is to access in the physical world. While in Australia it may not be illegal to have an inaccessible web site, it is illegal to discriminate; thus an inaccessible web site may not be discriminatory if alternative, equivalent, access to the information or service is provided. The AusInfo (2000) and National Office of the Information Economy (2002) accessibility guidelines apply to Australian government sites. Like the HREOC Notes, these guidelines are also based on those of the W3C. Effectively this means that whilst the HREOC Notes and Government guidelines show application of WCAG to Australian situations, it is the international accessibility guidelines that are the predominant focus of best practice in this area. This contrasts with the US and a few other countries where local accessibility regulations have been developed. While government in Australia was the initiator in establishing accessibility policy for online activity and eGovernment, many of these policies have remained effectively unchanged since the late 1990s. In recent years other sectors of the economy have come to the fore with respect to online accessibility policy and 'leapfrogged' the government with policies that sometimes leave the government position looking languid. The Commonwealth and State Governments all require accessibility conformance with WCAG, but as most don't specify the level, the lowest level has been adopted. Some States have recently raised the bar for accessibility and require or recommend WCAG Double-A as the goal. Non-government sectors in Australia are also leading the way forward in the area of accessibility. The Australian Bankers Association (ABA) "Disability Action Plan" (DAP) calls for the banks to improve the accessibility of Automatic Teller Machines (ATMs), Electronic Funds Transfer at Point of Sale (EFTPOS), Automated Telephone Banking, and Internet Banking. The Internet Banking standards call for conformance with WCAG 1.0 Double-A as well as incorporating some WCAG 1.0 Priority 3 and some US Section 508 checkpoints. The "Accessible Web Action Plan" from the Internet Industry Association and the Australian Interactive Multimedia Industry Association (IIA/AIMIA, 2002) was developed to provide a best practice model for their members and assist them to eliminate, as far as possible, barriers for people with disabilities in the provision of Internet, or online-based goods, services and facilities. The Legal Information Standards Council has developed a "Usability and Accessibility Checklist" and "Best Practice Guidelines for Legal Web Sites" (Law Reform Foundation, 2001) to assist web site developers create accessible, usable legal web sites. The Australia Education Systems Officials Committee has drafted "Disability Standards for Education" that will apply to all government and privately supplied education in Australia and apply equally to on-site and online education provision (AESOC, 2002). The single most significant influence on the development of accessibility policy in Australia has arguably been the litigation brought against the Sydney Organising Committee for the Olympic Games (SOCOG). …