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    "title" : "Accessibility for content designers |Digital.gov",
    "description": "Accessibility for content designers",
    "home_page_url" : "/preview/gsa/digitalgov.gov/bc-archive-content-3/","feed_url" : "/preview/gsa/digitalgov.gov/bc-archive-content-3/guides/accessibility-for-teams/content-design/index.json","item" : [
    {"title" :"Accessibility for content designers","deck" : "Accessible writing ensures your content is easier for everyone to read. As we build government services, we want to ensure they are accessible and welcoming to everyone who needs to use them.","summary" : "","date" : "2018-07-09T09:00:00-05:00","date_modified" : "2025-01-27T19:42:55-05:00","topics" : {
        
            "accessibility" : "Accessibility",
            "product-and-project-management" : "Product and project management",
            "user-experience" : "User experience"
            },"primary_image" : { "uid" : "accessibility-for-teams-guide", "alt" :
  "Illustration of seven people in a meeting in office. One is standing, six, using laptops, are seated at a conference table. One employee is in a wheelchair.", "width" :
  "5800", "height" :
  "3379", "credit" :
  "", "caption" :
  "Color_life/iStock via Getty Images", "format" :
  "jpg" },"branch" : "bc-archive-content-3",
      "filename" :"content-design.md",
      
      "filepath" :"guides/accessibility-for-teams/content-design.md",
      "filepathURL" :"https://github.com/GSA/digitalgov.gov/blob/bc-archive-content-3/content/guides/accessibility-for-teams/content-design.md",
      "editpathURL" :"https://github.com/GSA/digitalgov.gov/edit/bc-archive-content-3/content/guides/accessibility-for-teams/content-design.md","url" : "/preview/gsa/digitalgov.gov/bc-archive-content-3/guides/accessibility-for-teams/content-design/","content" :"\u003ch2 id=\"getting-started\"\u003eGetting started\u003c/h2\u003e\n\u003cp\u003e\u003cstrong\u003eHow to use this guide:\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003eWe recommend conducting accessibility testing throughout the design and development processes.\u003c/li\u003e\n\u003cli\u003eIf you have project-specific questions, ask your agency’s accessibility team.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"plain-language\"\u003ePlain language\u003c/h2\u003e\n\u003cp\u003eCan you quickly understand the main points of the content?\u003c/p\u003e\n\u003ch3 id=\"why-its-important\"\u003eWhy it\u0026rsquo;s important\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003eKarin is not a native English speaker and she sometimes has trouble decoding legal or bureaucratic language.\u003c/li\u003e\n\u003cli\u003eJohn has a developmental disability and has difficulty interpreting content written above a sixth-grade reading level.\u003c/li\u003e\n\u003cli\u003eKai has low tech literacy and often doesn’t understand highly technical language.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"steps-to-take\"\u003eSteps to take\u003c/h3\u003e\n\u003col\u003e\n\u003cli\u003eRefer to the \u003ca href=\"https://pages.18f.gov/content-guide/plain-language/\"\u003eplain language section\u003c/a\u003e of 18F’s Content Guide for general guidance, lists of words to avoid, and links to plain-language resources.\u003c/li\u003e\n\u003cli\u003eAs you’re writing, consider the tech literacy level of your target audience. Define technical terms that may be unfamiliar, and use a product or service’s full name before using its acronym or abbreviation. You may also consider \u003ca href=\"https://github.com/18F/glossary\"\u003eadding a glossary\u003c/a\u003e if your content contains many potentially unfamiliar terms. Include in-line definitions for scientific, legal, or technical terms that you must use.\u003c/li\u003e\n\u003cli\u003eAvoid using idiomatic language.\u003c/li\u003e\n\u003cli\u003eTest the readability of your content using \u003ca href=\"http://www.hemingwayapp.com/\"\u003eHemingway App\u003c/a\u003e, \u003ca href=\"https://readable.io/\"\u003eReadable.io\u003c/a\u003e, or a similar tool.\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch3 id=\"resources\"\u003eResources\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://www.plainlanguage.gov/guidelines/\"\u003ePlainLanguage.gov Federal plain language guidelines\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eWeb Content Accessibility Guidelines (WCAG) 2.0 references:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/#meaning\"\u003e3.1 Readable (Guideline)\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/#meaning-idioms\"\u003e3.1.3 Unusual Words\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/#meaning-located\"\u003e3.1.4 Abbreviations\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/#meaning-supplements\"\u003e3.1.5 Reading Level\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"reference-materials\"\u003eReference materials\u003c/h2\u003e\n\u003cp\u003eCan you easily access supplementary information clarifying the content?\u003c/p\u003e\n\u003ch3 id=\"why-its-important-1\"\u003eWhy it\u0026rsquo;s important\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003eGilbert reads at a twelfth-grade level but isn’t familiar with the nuances of a site’s subject matter; to fully understand the site content, he needs easy-to-access contextual information.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"steps-to-take-1\"\u003eSteps to take\u003c/h3\u003e\n\u003col\u003e\n\u003cli\u003eConsider defining technical or other potentially unfamiliar terms in=line; this creates a much more continuous reading experience for the user.\u003c/li\u003e\n\u003cli\u003eIf you find that you need to define a large number of terms within your content, consider adding a separate glossary page.\u003c/li\u003e\n\u003cli\u003eUse hyperlinks or a tooltip rather than footnotes to direct users to definitions. Footnotes can create a jarring reading experience, and they may not render correctly on mobile devices.\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch3 id=\"resources-1\"\u003eResources\u003c/h3\u003e\n\u003cp\u003eWeb Content Accessibility Guidelines (WCAG) 2.0 references:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/#meaning-idioms\"\u003e3.1.3 Unusual Words\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"easy-to-parse-graphic-elements\"\u003eEasy-to-parse graphic elements\u003c/h2\u003e\n\u003cp\u003eCan you easily interpret content associated with graphic elements?\u003c/p\u003e\n\u003ch3 id=\"why-its-important-2\"\u003eWhy it\u0026rsquo;s important\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003eMarisa primarily uses her mobile device to browse websites and has trouble interpreting visualizations with small text.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"steps-to-take-2\"\u003eSteps to take\u003c/h3\u003e\n\u003col\u003e\n\u003cli\u003eInclude visual elements in line with text rather than separated from it; a graphic’s proximity to associated content helps reinforce the relationship between the visual and its written description.\u003c/li\u003e\n\u003cli\u003eMake sure all graphics have descriptive captions (if necessary). Also make sure that captions share a common form and voice.\u003c/li\u003e\n\u003cli\u003eInclude meaningful information describing each graphic element in the alt text.\u003c/li\u003e\n\u003cli\u003eUse null (empty) alt text when text describing the graphic element is already on the page (\u003ccode\u003ealt=\u0026quot;\u0026quot;\u003c/code\u003e).\u003c/li\u003e\n\u003cli\u003eIf the graphic element is decorative and you don’t want the screen reader to announce it at all, use  null (empty) alt text (\u003ccode\u003ealt=\u0026quot;\u0026quot;\u003c/code\u003e).\u003c/li\u003e\n\u003cli\u003eConsider presenting dense technical language in a format other than as part of a graphic. When compressed to mobile view (in other words, a harder-to-read format), graphs and charts with technical language can be tough to interpret.\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch3 id=\"resources-2\"\u003eResources\u003c/h3\u003e\n\u003cp\u003eWeb Content Accessibility Guidelines (WCAG) 2.0 references:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=14%2C128\u0026amp;currentsidebar=%23col_overview\u0026amp;tags=images%2Cimages-of-text%2Ctext-alternatives#text-equiv\"\u003e1.1 Text Alternatives (Guideline)\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=14%2C128\u0026amp;currentsidebar=%23col_overview#text-equiv-all\"\u003e1.1.1 Non-text Content\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/#qr-visual-audio-contrast-text-presentation\"\u003e1.4.5 Images of Text\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"scannable-content\"\u003eScannable content\u003c/h2\u003e\n\u003cp\u003eCan you scan the page without having to pause for long passages? Can you quickly grasp the meaning of a section based on its heading?\u003c/p\u003e\n\u003ch3 id=\"why-its-important-3\"\u003eWhy it\u0026rsquo;s important\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003eJerrold has a cognitive disability that makes it difficult for him to read long, uninterrupted passages of text.\u003c/li\u003e\n\u003cli\u003eSharon reads most online content using her mobile device and finds it difficult to navigate long paragraphs.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"steps-to-take-3\"\u003eSteps to take\u003c/h3\u003e\n\u003col\u003e\n\u003cli\u003eUse short sentences, whenever possible. Varying sentence length can add interest to a piece, but whenever possible, avoid unnecessarily long sentences — these can present obstacles to people who have difficulty reading. They can also be harder to skim on mobile devices.\u003c/li\u003e\n\u003cli\u003eLikewise, keep your paragraphs short and focused. Short paragraphs, like short sentences, are easier to scan on mobile devices.\u003c/li\u003e\n\u003cli\u003eUse precise and descriptive \u003ca href=\"https://content-guide.18f.gov/headings-and-titles/\"\u003eheadings\u003c/a\u003e to help readers grasp the main points of a piece without reading it in its entirety.\u003c/li\u003e\n\u003cli\u003eCheck the continuity between sections. Paragraphs that don’t have clear thematic links from one to the next can cause difficulties for some readers.\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch3 id=\"resources-3\"\u003eResources\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://content-guide.18f.gov/headings-and-titles/\"\u003e18F Content Guide: Headings and titles\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"resources-4\"\u003eResources\u003c/h3\u003e\n\u003cp\u003eWeb Content Accessibility Guidelines (WCAG) 2.0 references:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=128%2C14\u0026amp;currentsidebar=%23col_overview#navigation-mechanisms-descriptive\"\u003e2.4.6 Headings and Labels\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/#meaning-supplements\"\u003e3.1.5 Reading Level\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"images\"\u003eImages\u003c/h2\u003e\n\u003cp\u003eDo your images have descriptive alternative (\u0026ldquo;alt\u0026rdquo;) text?\u003c/p\u003e\n\u003ch3 id=\"why-its-important-4\"\u003eWhy it\u0026rsquo;s important\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003eCarmen’s page didn’t load all the way and didn’t get to download the images.\u003c/li\u003e\n\u003cli\u003eAmanda is blind and uses a braille reader to understand the contents of images.\u003c/li\u003e\n\u003cli\u003eJohn is looking for information with a search engine and needs help being directed to the right content (descriptive alt tags will improve search).\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"steps-to-take-4\"\u003eSteps to take\u003c/h3\u003e\n\u003col\u003e\n\u003cli\u003eInclude meaningful information describing each image in the alt text.\u003c/li\u003e\n\u003cli\u003eUse null (empty) alt text when text describing the image is already on the page (\u003ccode\u003ealt=\u0026quot;\u0026quot;\u003c/code\u003e).\u003c/li\u003e\n\u003cli\u003eDon’t start the alt text with \u003cem\u003eImage of\u003c/em\u003e or \u003cem\u003ePhoto of\u003c/em\u003e – the screen reader already announces that images are images.\u003c/li\u003e\n\u003cli\u003eIf the image is decorative and you don’t want the screen reader to announce it at all, use  null (empty) alt text (\u003ccode\u003ealt=\u0026quot;\u0026quot;\u003c/code\u003e).\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch3 id=\"resources-5\"\u003eResources\u003c/h3\u003e\n\u003cp\u003eWeb Content Accessibility Guidelines (WCAG) 2.0 references:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=14%2C128\u0026amp;currentsidebar=%23col_overview\u0026amp;tags=images%2Cimages-of-text%2Ctext-alternatives#text-equiv\"\u003e1.1 Text Alternatives (Guideline)\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=14%2C128\u0026amp;currentsidebar=%23col_overview#text-equiv-all\"\u003e1.1.1 Non-text Content\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/#qr-visual-audio-contrast-text-presentation\"\u003e1.4.5 Images of Text\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eVideo tutorial:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003eText alternatives\u003c/li\u003e\n\u003c/ul\u003e\n\n\n\n\n\n\n\u003cdiv\n  class=\"video\"\n  style=\"position: relative; padding-bottom: 56.25%; padding-top: 30px; height: 0; overflow: hidden;\"\n\u003e\n  \n  \u003ciframe src=\"https://www.youtube.com/embed/XCa6U1BllCY\" title=\"Text Alternatives\" style=\"position: absolute; top: 0; left: 0; width: 100%; height: 100%;\" allowfullscreen=\"\" frameborder=\"0\" \u003e\u003c/iframe\u003e\n\u003c/div\u003e\n\n\u003ch2 id=\"links\"\u003eLinks\u003c/h2\u003e\n\u003cp\u003eDo all links have proper descriptive text?\u003c/p\u003e\n\u003ch3 id=\"why-its-important-5\"\u003eWhy it\u0026rsquo;s important\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003eJerry is blind and uses a screen reader to navigate the web. He often uses the \u003ccode\u003etab\u003c/code\u003e key to quickly scan a page by reading out only the text links without the surrounding copy.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"steps-to-take-5\"\u003eSteps to take\u003c/h3\u003e\n\u003col\u003e\n\u003cli\u003eMake sure the voice and tone of your link text match those of the rest of the content to create a more continuous user experience. Folks using screen readers and those reading page copy won’t be jarred from their experience if all text reflects the same voice and tone guidelines.\u003c/li\u003e\n\u003cli\u003eCreate link text that’s as specific as possible. For example, instead of using Click here (which may not make sense for folks using screen readers), consider instead something like Download the full report. Descriptive links provide all users more information about an action they may undertake.\u003c/li\u003e\n\u003cli\u003eInclude information about what a link leads to; this is especially important for folks who use mobile devices. If you’re linking to a PDF, say so.\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch3 id=\"resources-6\"\u003eResources\u003c/h3\u003e\n\u003cp\u003eWeb Content Accessibility Guidelines (WCAG) 2.0 references:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=14%2C128\u0026amp;currentsidebar=%23col_overview#text-equiv-all\"\u003e1.1.1 Non-text Content\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=14%2C128\u0026amp;currentsidebar=%23col_overview#navigation-mechanisms-refs\"\u003e2.4.4 Link Purpose (In Context)\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"information-architecture\"\u003eInformation architecture\u003c/h2\u003e\n\u003cp\u003eIs your site organized such that everyone can navigate it easily?\u003c/p\u003e\n\u003ch3 id=\"why-its-important-6\"\u003eWhy it\u0026rsquo;s important\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003eBeth has a lower tech literacy level and needs a site’s layout to be clear.\u003c/li\u003e\n\u003cli\u003eJulian has low vision and uses a screen reader to navigate the web. Kendra has a newborn and her attention is often divided; she needs to be able to understand a site’s contents at a glance.\u003c/li\u003e\n\u003cli\u003eLyle is undergoing a crisis and needs to quickly find just the content pertinent to him.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"steps-to-take-6\"\u003eSteps to take\u003c/h3\u003e\n\u003col\u003e\n\u003cli\u003eWrite descriptive page titles. Users who rely on assistive technologies like screen readers may not be able to use visual cues to determine a page’s purpose. Make sure your page titles concisely convey each page’s focus.\u003c/li\u003e\n\u003cli\u003eMake sure users can navigate a site in multiple ways. Some strategies include providing a table of contents, providing a sitemap, linking between pages, and including sitewide search.\u003c/li\u003e\n\u003cli\u003eIndicate changes in language (for example, when including a foreign word in a predominantly English text). This will help people using screen readers, people with cognitive disabilities, and folks using braille translation software to fully understand your content.\u003c/li\u003e\n\u003cli\u003eUse a screen reader or simulator to make sure you can land on controls and that they’re announcing things as they should.\u003c/li\u003e\n\u003cli\u003eDetermine whether the HTML document has a language attribute so that screen readers will read it with the correct accent and pronunciation. For example: \u003ccode\u003e\u0026lt;html lang=\u0026quot;en\u0026quot;\u0026gt;\u003c/code\u003e. (Note: If you’re not comfortable taking this step, feel free to ask another designer on your project team to help.)\u003c/li\u003e\n\u003cli\u003eIf forms are present, make sure the screen reader reads labels and instructions.\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch3 id=\"use-voiceover-screen-reader-on-mac\"\u003eUse VoiceOver screen reader on Mac\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eTurn VoiceOver on\u003c/strong\u003e: command (⌘) + F5\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eGo into web area\u003c/strong\u003e: control + alt + shift + down arrow (⬇)\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eNavigate right\u003c/strong\u003e: control + alt + right arrow (➡️️)\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eNavigate by heading\u003c/strong\u003e: control + alt + command (⌘) + H\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eClick\u003c/strong\u003e: control + alt + spacebar\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eUse rotor to browse pages. The rotor lists common elements like \u003ci\u003eheadings\u003c/i\u003e, \u003ci\u003elinks\u003c/i\u003e, and \u003ci\u003eimages\u003c/i\u003e, and lets you navigate directly to the element of your choosing.\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eTurn on rotor\u003c/strong\u003e: control + alt + U\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eNavigate rotor\u003c/strong\u003e: left and right, up and down arrows\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"resources-7\"\u003eResources\u003c/h3\u003e\n\u003cp\u003eWeb Content Accessibility Guidelines (WCAG) 2.0 references:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=14%2C128\u0026amp;currentsidebar=%23col_overview#content-structure-separation-programmatic\"\u003e1.3.1 Info and Relationships\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=14%2C128\u0026amp;currentsidebar=%23col_overview#navigation-mechanisms-skip\"\u003e2.4.1 Bypass Blocks\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"video-and-multimedia\"\u003eVideo and multimedia\u003c/h2\u003e\n\u003cp\u003eIs everyone able to access your multimedia content?\u003c/p\u003e\n\u003ch3 id=\"why-its-important-7\"\u003eWhy it\u0026rsquo;s important\u003c/h3\u003e\n\u003cul\u003e\n\u003cli\u003eBlake is hearing-impaired and cannot rely on audio.\u003c/li\u003e\n\u003cli\u003eSandra is a non-native English speaker and has difficulty understanding video.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"steps-to-take-7\"\u003eSteps to take\u003c/h3\u003e\n\u003col\u003e\n\u003cli\u003eMake sure that captions are synchronized to appear around the same time that they would be heard in the audio.\u003c/li\u003e\n\u003cli\u003eCaptions do not need to be a word-for-word version of the audio, but should be a concise equivalent.\u003c/li\u003e\n\u003cli\u003eUse a modern video player that supports captions.\u003c/li\u003e\n\u003cli\u003eIf you\u0026rsquo;ve captioned your video, provide a transcript as one of the optional output formats produced by the closed captioning process.\n\u003cul\u003e\n\u003cli\u003eTo make the transcript available, link to it from your web page, wherever you link to or display the associated video.\u003c/li\u003e\n\u003c/ul\u003e\n\u003c/li\u003e\n\u003cli\u003eAudio description is required when important information is visually shown on the screen that cannot be observed by a blind or vision-impaired individual.\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch3 id=\"about-transcripts\"\u003eAbout transcripts\u003c/h3\u003e\n\u003cp\u003eA transcript is a text version of the media content. A transcript should capture all the spoken audio, plus on-screen text and descriptions of key visual information that wouldn’t otherwise be accessible without seeing the video. Transcripts make video content accessible to everyone, including people who are unable to view the video due to accessibility problems or technical limitations. They are also helpful for people who want to quickly scan or search a video’s content but do not have the time to watch the entire video.\u003c/p\u003e\n\u003ch3 id=\"resources-8\"\u003eResources\u003c/h3\u003e\n\u003cp\u003eWeb Content Accessibility Guidelines (WCAG) 2.0 references:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG20/quickref/?showtechniques=14%2C128\u0026amp;currentsidebar=%23col_overview\u0026amp;tags=images%2Cimages-of-text%2Ctext-alternatives#text-equiv\"\u003e1.1 Text Alternatives (Guideline)\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG21/quickref/#captions-prerecorded\"\u003e1.2.2 Captions (Prerecorded)\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.w3.org/WAI/WCAG21/quickref/#captions-live\"\u003e1.2.4 Captions (Live)\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003chr\u003e\n\u003cp\u003e\u003cstrong\u003eDisclaimer\u003c/strong\u003e: All references to specific brands, products, and companies are used only for illustrative purposes and do not imply endorsement by the U.S. federal government or any federal government agency.\u003c/p\u003e\n"}
  ]
}