Web: Partially Supports

Web: The product provides sufficient text alternatives for most instances of non-text content,

Exceptions include:

A decorative image is not hidden from screen readers, so people who are blind and/or use a screen reader will have to navigate through unnecessary and duplicative text. This occurs on the following pages: Header; My Learning Widgets.

An image has a text alternative that is different than what the image represents, so people who are blind and/or use a screen reader will be given different information than sighted users. This occurs on the following page: My Learning Widgets.

An image does not have a text alternative, so people who are blind and/or use a screen reader will not be able to access the information available in the image. This occurs on the following pages: Header; Course not completed; My Learning Widgets; Course Completed.

An image does not have a text alternative, so people who are blind and/or use a screen reader will not be able to access the information available in the image and if it is an active image, will not understand its function. This occurs on the following page: Header.

Web: Supports (Not Applicable)

Web: The product does not contain prerecorded audio-only or video-only media.

Web: Supports (Not Applicable)

Web: The product does not contain prerecorded synchronized media.

Web: Supports (Not Applicable)

Web: The product does not contain prerecorded video content that would require audio description or a media alternative.

Web: Partially Supports

Web: Most visual structure and relationship information is provided through element semantics | object information or in text. Exceptions include:

A group of form controls is not programmatically associated with their group label, so the purpose of individual controls in the group cannot be understood by people who are blind and/or use a screen reader. This occurs on the following page: Catalog.

A heading level is out of order, so the structure of the content is not properly conveyed to assistive technologies and people who are blind and/or use a screen reader. This occurs on the following pages: My Learning Widgets; Catalog.

Content that is visually presented as a list is not properly marked up as a list, so the structure of the list is not correctly conveyed to assistive technologies and people who are blind and/or use a screen reader. This occurs on the following page: My Learning Widgets.

A block of text is marked up as a heading but is not a heading, so the structure of the content is misrepresented to assistive technologies and people who are blind and/or use a screen reader. This occurs on the following pages: Footer; My Learning Widgets.

Text that visually functions as a heading is not marked up as a heading, so the structure of the content is not properly conveyed to assistive technologies and people who are blind and/or use a screen reader. This occurs on the following page: My Learning Widgets.

A set of checkboxes is not programmatically grouped, so the group label for the set of checkboxes will not be conveyed to people who are blind and/or use a screen reader and they will not understand the purpose of the individual checkboxes. This occurs on the following page: Catalog.

An element's programmatic role requires one or more child element(s) but the child element(s) is/are missing, so people who are blind and/or use a screen reader or other assistive technology may not be able to understand the purpose or content of the element or its related content. This occurs on the following page: My Learning Widgets.

Web: Partially Supports

Web: The product presents most content in a meaningful sequence. Exceptions include:

The screen reader skips and does not announce informative static content (text or images), so the intended meaning of that content will be lost or changed for people who are blind and/or use a screen reader. This occurs on the following pages: Catalog.

The screen reader skips and does not announce informative static content (aria-hidden="true" used), so the intended meaning of the content will be lost or changed for people who are blind and/or use a screen reader. This occurs on the following pages: Course not completed; Course Completed; Catalog.

Web: Supports

Web: Instructions do not rely solely on sensory characteristics.

Web: Partially Supports

Web: Most functions of the product convey information through color alone. Examples include:

Color is used as the only method to convey the state (such as "checked, pressed, or selected”) of a control, so that information will not be available to people who are colorblind and people who are blind and/or use a screen reader. This occurs on the following pages: Course not completed; My Learning Widgets; Course Overview page; Catalog; Course Completed.

Web: Supports (Not Applicable)

Web: The product does not contain audio that plays automatically.

Web: Partially Supports

Web: Most product functionality can be operated through a keyboard interface. Exceptions include:

A function cannot be performed using only the keyboard, so people who use the keyboard alone to navigate and operate content cannot use this function. This occurs on the following pages: Footer; Header; Course not completed; Catalog; Course Completed.

Web: Supports

Web: The product does not include keyboard traps.

Web: Supports (Not Applicable)

Web: The product does not provide character key shortcuts.

Web: Supports (Not Applicable)

Web: The product does not include time limits.

Web: Supports (Not Applicable)

Web: The product does not include elements which move, blink, scroll, or auto-update.

Web: Supports (Not Applicable)

Web: The product does not contain flashing content.

Web: Supports

Web: The product provides {e.g header} to bypass repeated blocks

Web: Supports

Web: The titles of pages describe their purpose.

Web: Supports

Web: Components receive focus in a meaningful order.

Web: Partially Supports

Web: The purpose of most links can be determined from the link text alone or from the link text and its programmatic context. Exceptions include:

The purpose of the link is not made clear by its text or the context provided by the content that immediately surrounds it, so people who are blind and/or use a screen reader will not know where the link goes. This occurs on the following page: My Learning Widgets.

Web: Supports

Web: All functionality that can be operated with a pointer can be operated with single-point actions.

Web: Supports

Web: Product functions that use a single pointer are completed when the user releases the pointer and allow the user to cancel the pointer action before completing the pointer click.

Web: Supports

Web: The accessible names of controls contain the text of their visible labels.

Web: Supports (Not Applicable)

Web: The product does not have functionality operated by device motion or user motion.

Web: Supports

Web: The language is programmatically determinable within the product.

Web: Supports

Web: Components do not initiate a change of context when focused.

Web: Supports

Web: Changes of context do not occur automatically on user input.

Web: Supports

Web: On web pages that contain help features (including human or automated contact options or self-help options), those features occur in the same order relative to other page content unless the user changes that order.

Web: Supports

Web: Where input errors are automatically detected, items in error are identified and error messages are provided as text.

Web: Supports

Web: Labels are provided for input fields.

Web: Supports

Web: If information previously entered by, or provided to, the user is required to be entered again in the same process, that information is either automatically populated or available for the user to select unless the previously entered information is no longer valid or re-entering the information is essential or required to ensure security.

Web: Elements have complete start and end tags, elements are nested according to their specifications, elements do not contain duplicate attributes, and any IDs are unique.

Web: Does Not Support

Web: User interface components in most product functions do not provide programmatic name, role, state, or value information. Examples include:

A button does not have a programmatic role, so its role (usually button, but sometimes link or something else) is not conveyed to screen readers and other assistive technologies and will not be available to people who use those technologies. This occurs on the following pages: Footer; Header; Catalog.

A button does not have a programmatic role and name, so its role (usually button, but sometimes link or something else) and its name (such as Submit or Cancel) are not conveyed to screen readers and other assistive technologies and will not be available to people who use those technologies. This occurs on the following page: Catalog.

A custom radio button does not have a role and/or a state (checked/unchecked) that are conveyed to assistive technology, so people who are blind and/or use a screen reader or other assistive technology may not be able to understand the purpose of the radio button, how to use it, and whether it is checked. This occurs on the following pages: Course not completed; Course Completed.

The programmatic state of an element that reveals or hides content (expanded or collapsed) is missing or is used incorrectly, so people who are blind and/or use a screen reader or other assistive technology will not be informed of the current state of the element or the state will be misrepresented. This occurs on the following pages: Header; Course not completed; Course Overview page; Course Completed; Catalog.

For an element that allows a user either to select or not select a single option (like a checkbox or radio buttons) or to select from among 2 or more options (like a select dropdown), the state (such as checked/unchecked or selected/not selected) is not conveyed to assistive technology, so people who are blind and/or use a screen reader or other assistive technology may not be able to understand the purpose of the element, the options available, and whether the element or an option is currently checked. This occurs on the following pages: Header; My Learning Widgets.

A link does not have a programmatic role, so people who are blind and/or use a screen reader or other assistive technology may not be able to understand the purpose and function of the link or how to interact with it. This occurs on the following pages: My Learning Widgets; Header.

An element does not have an attribute in its HTML code that will provide its programmatic state (such as "checked, not checked") to assistive technology or the state assigned is not correct, so people who are blind and/or use a screen reader or other assistive technology may not be able to understand the current state of the element or how to interact with it. This occurs on the following page: Course Overview page.

A button does not have a programmatic name, so its name (such as "Submit or Cancel") is not conveyed to screen readers and other assistive technologies and will not be available to people who use those technologies. This occurs on the following page: Catalog.

ARIA progress bar element does not have a programmatic name, so people who are blind and/or use a screen reader or other assistive technology may not be able to determine the name of the element and may not understand its purpose or how to interact with it. This occurs on the following pages: Catalog; Course not completed.

An element is missing one or more required attributes in its HTML code that would provide its programmatic role, name, state, or another property to assistive technology, so people who are blind and/or use a screen reader or other assistive technology may not be able to understand the name, purpose, or content of the element or how to interact with it. This occurs on the following page: My Learning Widgets

An element has an invalid attribute in its HTML code that is intended to provide its programmatic role, name, state, or another property to assistive technology, so people who are blind and/or use a screen reader or other assistive technology may not be able to understand the name, purpose, or content of the element or how to interact with it. This occurs on the following page: My Learning Widgets.

Web: Supports (Not Applicable)

Web: The product does not contain live synchronized media.

Web: Supports (Not Applicable)

Web: The product does not contain prerecorded video content that would require audio description.

Web: Supports

Web: Content does not restrict its view and operation to a single display orientation.

Web: Supports

Web: The purpose for each input field that collects an individual's personal data is programmatically defined based on the WCAG list of Input Purposes for User Interface Components.

Web: Does Not Support

Web: Most, if not all, text and images of regular text does not have the required color contrast ratio with their backgrounds. Exceptions include:

The color contrast ratio between text and its background is less than 4.5:1, so people who are colorblind or have low vision may have difficulty reading the text. This occurs on the following pages: Course not completed; My Learning Widgets; Catalog; Course Completed.

The color contrast ratio between large text placed over an image and the image background is less than 3:1, so people who are colorblind or have low vision may have difficulty reading the text. Large text is text over 18 points (24 pixels) or 14 points (19 pixels) if bold. This occurs on the following page: My Learning Widgets.

The color contrast ratio on hover or focus between a control's text label and its background is less than 4.5:1, so people who are colorblind or have low vision may have difficulty reading the text label of the control. This occurs on the following pages: Course not completed; My Learning Widgets; Course Overview page; Catalog; Course Completed.

The color contrast ratio between text placed over an image and that image is less than 4.5:1, so people who are colorblind or have low vision may have difficulty reading the text. This occurs on the following page: My Learning Widgets.

Web: Partially Supports

Web: Most content is readable and functional when browser zoom is set to 200% of its initial size. Exceptions include:

Content is lost, clipped, or obscured when the page is zoomed to 200%, so people who have low vision and need to enlarge text to read it may not have access to that content. This occurs on the following page: Course Overview page.

Web: Supports

Web: The product uses text instead of images of text, except for branding elements that are considered essential.

Web: Partially Supports

Web: At the required width of 320 CSS pixels, most content is presented without loss of information or functionality, and without requiring scrolling in two dimensions. Exceptions include:

When the page is adjusted to an equivalent width of 320 pixels and content reflows to fit within the viewport, some content or functionality becomes unavailable, so people with low vision who increase the size of text and other content using the browser zoom will not be able to access all of the page's content and/or functionality. This occurs on the following page: Footer.

When the page is adjusted to an equivalent width of 320 pixels and content reflows to fit within the viewport, some content overlaps and cannot be seen or understood, so the overlapping content is not available to people with low vision who increase the size of text and other content using the browser zoom. This occurs on the following pages: Course Completed; Course Overview page.

Web: Partially Supports

Web: Most, if not all, boundaries and indicators of the visual state(s) of each active user component and any graphics required to understand content do not have a 3:1 color contrast ratio with adjacent color(s) or their background. Examples include

The visual boundary of an interactive element (like a radio button or input field) does not have a 3:1 color contrast ratio with the background, so people who are colorblind or have low vision may have difficulty perceiving the boundaries of the interactive element. This occurs on the following pages: Course Completed; Course not completed.

An icon (or part of the icon required to understand its content) does not have a 3:1 color contrast ratio with the background or adjacent colors, so people who are colorblind or have low vision may not be able understand the information presented by the icon. This occurs on the following pages: My Learning Widgets; Catalog.

The indicator for the state of an interactive element (like a checkbox or radio button) does not have a 3:1 color contrast ratio with the background, so people who are colorblind or have low vision may have difficulty perceiving the state of the interactive element. This occurs on the following pages: Course not completed; Course Completed; Header

The focus indicator of an interactive element (like a button or input field) does not have a 3:1 color contrast ratio with the background, so people who are colorblind or have low vision may have difficulty perceiving when the interactive element is receiving focus. This occurs on the following page: My Learning Widgets.

Web: Partially Supports

Web: Most functions of the product support the required text style properties without loss of content or functionality. Exceptions include:

When text spacing is adjusted to help people with vision, reading, and/or cognitive disabilities, some or all of the content cannot be read because it overlaps with other content. This occurs on the following page: Course Completed.

Web: Supports

Web: When content is triggered by hover or focus, it becomes visible and then hidden in a manner which meets this criterion.

Web: Supports

Web: Users can locate web pages in the product through multiple ways

Web: Partially Supports

Web: Most headings and labels for form and interactive controls are informative. Exceptions include:

A programmatic label for a control or form input field does not convey the purpose of the control or input, so people who are blind and/or use a screen reader may not understand what the control does or what data to enter. This occurs on the following page: Catalog.

Multiple buttons have identical programmatic labels but different functionality, and there is no programmatic context, so people who are blind and/or use a screen reader will not know or may be confused or misled about what each button does. This occurs on the following page: My Learning Widgets.

Web: Supports

Web: The keyboard focus indicator is visible by default.

Web: Supports

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

Web: Supports

Web: All functionality that uses a dragging movement 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.

Web: Partially Supports

Web: The size of the target for most clickable controls is at least 24 by 24 CSS pixels, except where the target size is determined by the user agent; there is a different control with equivalent functionality; the target is in line with text; the presentation of the target is essential to the function or otherwise exempted under the rule; or each control is spaced such that a 24-pixel circle placed around the bounding box of the control will not intersect any similar circle for another control. Exceptions include:

A target's hit area does not meet minimum 24x24 pixel size or spacing. making it difficult for users with hand tremors and those who have difficulty with fine motor movement to activate them accurately. This occurs on the following page: My Learning Widgets.

Web: Supports

Web: Changes of language for passages or phrases can be programmatically determined.

Web: Supports

Web: When navigational mechanisms are repeated in the product, they occur in a consistent relative order.

Web: Supports

Web: Components with the same functionality are identified consistently.

Web: Supports

Web: Where input errors are automatically detected, suggestions for correction are provided to the user.

Web: Supports

Web: The product does not process legal commitments or financial transactions. [When editing files,] changes to user-controllable data are reversible or can be confirmed before finalizing

Web: Supports

Web: A cognitive function test (such as remembering a password or solving a puzzle) is not required for any step in an authentication process unless either another method is available that does not rely on a cognitive function test; help is available to assist the user in completing the test; or the test is to recognize objects or identify non-text content the user provided to the Web site.

Web: Partially Supports

Web: When status messages do not receive focus, the product does not provide the update to assistive technology. Examples include:

A status message is not automatically announced by the screen reader, so people who are blind and/or use a screen reader or other assistive technology may completely miss the status message or they may not hear it in a timely fashion. This occurs on the following pages: Header; Course not completed; Catalog; Course Completed; My Learning Widgets.

Web: Partially Supports

Web: Most functions of the product are usable without vision. Exceptions include

As noted in 1.1.1 Non-Text Content

As noted in 1.3.1 Info and Relationships

As noted in 1.3.2 Meaningful Sequence

As noted in 1.4.1 Use of Color

As noted in 2.1.1 Keyboard

As noted in 2.4.4 Link Purpose (in context)

As noted in 2.4.6 Headings and Labels

As noted in 4.1.2 Name, Role, Value

Web: Partially Supports

Web: Most functions of the product are usable With Limited Vision. Exceptions include:

As noted in 1.1.1 Non-Text Content

As noted in 1.3.1 Info and Relationships

As noted in 1.3.2 Meaningful Sequence

As noted in 1.4.1 Use of Color

As noted in 1.4.3 Contrast (minimum)

As noted in 1.4.4 Resize Text

As noted in 2.1.1 Keyboard

As noted in 2.4.4 Link Purpose (in context)

As noted in 2.4.6 Headings and Labels

As noted in 4.1.2 Name, Role, Value

Web: Partially Supports

Web: Most functions of the product are usable without perception of color. Exceptions include:

As noted in 1.4.1 Use of Color

As noted in 1.4.3 Contrast (minimum)

Web: Supports (Not Applicable)

Web: The product does not require the use of hearing.

Web: Supports (Not Applicable)

Web: The product does not require the use of hearing.

Web: Supports (Not Applicable)

Web: The product does not require the use of speech.

Web: Partially Supports

Web: Most functionality is usable with limited manipulation and does not require fine motor control or simultaneous manual operations. Exceptions include:

As noted in 2.1.1 Keyboard

As noted in 2.4.4 Link Purpose (in context)

As noted in 2.4.6 Headings and Labels

As noted in 4.1.2 Name, Role, Value

Web: Supports

Web: The product is functional with limited reach and strength.

Web: Partially Supports

Web: Most functions of the product are usable with limited language, cognitive, and learning abilities. Users with cognitive disabilities have varying needs for features that allow them to adapt content and work with assistive technology or accessibility features of the platform. The product provides descriptive labels, instructions, and error identification and suggestions for most user input. Exceptions include

As noted in 1.1.1 Non-Text Content

As noted in 1.3.1 Info and Relationships

As noted in 1.3.2 Meaningful Sequence

As noted in 1.4.1 Use of Color

As noted in 2.1.1 Keyboard

As noted in 2.4.4 Link Purpose (in context)

As noted in 2.4.6 Headings and Labels

As noted in 4.1.2 Name, Role, Value

The role, state(s), properties, boundary, name, and description of most objects can be programmatically determined, so those attributes can be perceived and conveyed by assistive technology. Exceptions include

As noted in 4.1.2 Name, Role, Value

Web: For most objects that allow the user to set their respective properties and/or state, the act of setting a property or state is available programmatically, so that it can be perceived and performed using assistive technology. Exceptions include:

As noted in 4.1.2 Name, Role, Value

For most objects that have a current value or have a set or range of values associated with the object, the value(s) is available programmatically, so it can be perceived and conveyed by assistive technology. Exceptions include:

As noted in 4.1.2 Name, Role, Value

For most objects that allow the user to set or modify its value, the act of setting a value is available programmatically, so that it can be perceived and performed using assistive technology. Exceptions include:

As noted in 4.1.2 Name, Role, Value

For most elements that act as a label for another element and elements that are labeled by another element, the labeling relationship is programmatically determinable, so it can be perceived and conveyed by assistive technology. Exceptions include:

As noted in 1.3.1 Info and Relationships

As noted in 4.1.2 Name, Role, Value

When a page contains elements that have a parent-child relationship, those relationships are programmatically determinable, so they can be perceived by assistive technology. Exceptions include:

As noted in 1.3.1 Info and Relationships

Most text, text attributes (such as whether text is static or editable), and text boundaries are programmatically determinable, so they can be perceived and conveyed by assistive technology. Exceptions include:

As noted in 1.3.1 Info and Relationships

For most of the elements on which one or more actions may be performed, all of those actions are programmatically determinable, so that each action can be perceived and conveyed by assistive technology. Exceptions include:

As noted in 4.1.2 Name, Role, Value

For most of the elements on which one or more actions may be performed, all of those actions are available programmatically, so that each action can be performed using assistive technology. Exceptions include:

As noted in 2.1.1 Keyboard Navigation

In most cases, status messages relevant to user interactions are available to, and presented by, assistive technology. Exceptions include:

As noted in 4.1.3 Status Messages

Web: Partially Supports

Web: Most functions of the product are usable without vision. Exceptions include:

As noted in 1.1.1 Non-Text Content

As noted in 1.3.1 Info and Relationships

As noted in 1.3.2 Meaningful Sequence

As noted in 1.4.1 Use of Color

As noted in 2.1.1 Keyboard

As noted in 2.4.4 Link Purpose (in context)

As noted in 2.4.6 Headings and Labels

As noted in 4.1.2 Name, Role, Value

As noted in 4.1.3 Status Messages

Web: Partially Supports

Web: Most functions of the product are usable with limited vision. Exceptions include:

As noted in 1.1.1 Non-Text Content

As noted in 1.3.1 Info and Relationships

As noted in 1.3.2 Meaningful Sequence

As noted in 1.4.1 Use of Color

As noted in 1.4.3 Contrast (minimum)

As noted in 1.4.4 Resize Text

As noted in 1.4.10 Reflow

As noted in 1.4.11 Non-Text Contrast

As noted in 1.4.12 Text Spacing

As noted in 2.1.1 Keyboard

As noted in 2.4.4 Link Purpose (in context)

As noted in 2.4.6 Headings and Labels

As noted in 4.1.2 Name, Role, Value

Web: Partially Supports

Web: Most functions of the product are usable without perception of color. Exceptions include:

As noted in 1.4.1 Use of Color

As noted in 1.4.3 Contrast (minimum)

As noted in 1.4.11 Non-Text Contrast

Web: Supports (Not Applicable)

Web: The product does not require the use of hearing.

Web: Supports (Not Applicable)

Web: The product does not require the use of hearing.

Web: The product does not require the use of hearing.

Web: The product does not require the use of speech.

Web: Partially Supports

Web: Most functionality is usable by people with limited manipulation and does not require manipulation, simultaneous action, or hand strength Exceptions include:

As noted in 2.1.1 Keyboard

As noted in 2.4.4 Link Purpose (in context)

As noted in 2.4.6 Headings and Labels

As noted in 4.1.2 Name, Role, Value

Web: Supports

Web: The product is functional with limited reach.

Web: Supports

Web: All functionality may be operated in a mode that minimizes the potential for triggering photosensitive seizures.

Web: Partially Supports

Web: Most functions of the product are usable with limited language, cognitive, and learning abilities. Users with cognitive disabilities have varying needs for features that allow them to adapt content and work with assistive technology or accessibility features of the platform. The product provides [descriptive labels, instructions, and error identification and suggestions for most user input. Exceptions include.

As noted in 1.1.1 Non-Text Content

As noted in 1.3.1 Info and Relationships

As noted in 1.3.2 Meaningful Sequence

As noted in 1.4.1 Use of Color

As noted in 1.4.10 Reflow

As noted in 1.4.12 Text Spacing

As noted in 2.1.1 Keyboard

As noted in 2.4.4 Link Purpose (in context)

As noted in 2.4.6 Headings and Labels

As noted in 4.1.2 Name, Role, Value

As noted in 4.1.3 Status Messages

Web: Supports (Not Applicable)

Web: The product does not ask for or display legal, financial, or personal data.

The product does not convert the content.