Podstrona d3

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Bold texts represent titles and subtitles.
Below them, there is a definition of each point separately.
The text in the box is a summary of the report we have developed based on WCAG.

Text alternatives

Non-text content

That means that anything that is shown to a user on a website or app that is not just written words (like images, videos, or audio) should have some text that explains what that non-text content is all about. For example, if there is a picture of a cat on a website, there should be some words that describe what the cat looks like or what it’s doing. That way, someone who cannot see the picture (like someone who is blind or visually impaired) can still understand what is being shown to them. However, there may be some rare situations where providing a text alternative for non-text content is not feasible or necessary. But these exceptions are not very common and are not typically worth mentioning.

On the website that we were editing, we saw that not every image has an alternative text.

Time-based media

Audio-only and Video-only (Prerecorded)

1. Prerecorded audio-only and video-only media are things like podcasts, music recordings, and videos that don’t include any text. The statement is saying that if the audio or video is being used as a replacement for text (like if someone is reading a written article out loud), then it’s okay if there’s no text involved. However, if the audio or video isn’t meant to replace text and is the only way someone can access the information, then it needs to be accessible to everyone, including people with disabilities.

Captions (Prerecorded)

2. When you watch a video or listen to an audio recording, there should be words that show up on the screen that tell you what’s being said. This is called captions. However, if the video or audio is meant to replace written text (like an article or a book), then it doesn’t need captions because it’s already a text alternative. In this case, it should be clearly labeled as a text alternative so people know they don’t need captions to understand it. The rule is that if it’s a video or audio recording that’s not meant to replace text, then it needs captions. But if it’s a text alternative, it doesn’t need captions.2.

Audio Description or Media Alternative (Prerecorded)

3. When you watch a video, sometimes there are things happening on the screen that you might not be able to see – like facial expressions or actions. Audio Description is when someone talks over the video and describes what’s happening, so people who can’t see can understand what’s going on. But if the video is meant to replace written text (like an article or a book), it can be presented as a Media Alternative instead. This means the information is conveyed through audio or video, instead of written text. So, the rule is that if it’s a video and there are things happening on the screen that might not be understood just by listening, it needs Audio Description. But if it’s a Media Alternative, it doesn’t need Audio Description because it’s already conveying the information through audio or video.

Captions (Live)

4. When you watch a video or listen to audio, sometimes there are words that appear on the screen that help you understand what’s being said. These words are called captions. Now, sometimes these videos or audio are live, which means they are happening in real time. In order to make sure that people who can’t hear everything clearly can still understand what’s going on, it’s important to have captions for these live videos or audio. So, when we say that „captions are provided for all live audio content in synchronized media,” we mean that whenever there’s a live video or audio being streamed, there will be captions available that are synced up with the audio so that people can read along and understand what’s being said. This helps make sure that everyone, even those who might have trouble hearing or understanding the audio, can still enjoy the content.

Audio Description (Prerecorded)

5. Audio description is a feature that helps people understand what’s happening on the screen by providing an additional audio track that describes what’s happening visually. So, if someone is making a facial expression, the audio description will say something like „the character looks surprised.” Or if something important is happening in the background, the audio description will describe what’s happening so that people can follow along.

To summarize our report, the first point has been completed as we noticed that the video was translated into sign language and had subtitles. Based on my observations, the second point was not observed. The third point has been completed. The fourth point has been completed as all media contains necessary subtitles. The fifth point was not observed.

Adaptable

Info and Relationships

1. When we talk about „presentation,” we’re talking about the way information is displayed to you on a screen. This could include things like the layout of a webpage, the font size and color used in a document, or the way a graph is formatted. Now, sometimes people might have difficulty accessing this information if they have a visual or cognitive impairment. For example, someone who is blind might not be able to see a graph, or someone with dyslexia might have trouble reading text if it’s not formatted in a certain way. To make sure that everyone can access this information, it’s important to design presentations in a way that can be understood programmatically or through text. This means that the way information is presented should be designed in a way that can be read by a computer or conveyed through text, rather than relying solely on visual cues.

Meaningful Sequence

2. Sometimes, the order in which information is presented can affect its meaning. For example, if you’re reading a recipe, the order in which you add ingredients is important because it affects how the dish will turn out. Or if you’re reading a story, the order in which events are described is important because it affects how you understand the plot. Now, when we say that a „correct reading sequence can be programmatically determined,” we mean that a computer can be programmed to understand the correct order in which information should be presented.

Sensory Characteristics

3. When you interact with something, like a website or a piece of technology, there are usually instructions on how to use it. These instructions are important because they help you understand how to interact with the content and make the most of it. Now, when we say that the instructions „do not rely solely on sensory characteristics of components,” we mean that the instructions shouldn’t rely only on things that you can see or hear. For example, instructions shouldn’t assume that you can see the color of something or that you can hear a certain sound. Instead, the instructions should be designed in a way that can be understood by anyone, regardless of their sensory abilities. This means that the instructions should be written in clear and simple language that is easy to understand, and they should include information on how to interact with the content based on its function, not just its sensory characteristics.

Orientation

4. When you look at your phone or tablet, you can hold it in different ways, either vertically (portrait mode) or horizontally (landscape mode). Some content, like videos or photos, might look better in landscape mode, while other content, like reading an article, might look better in portrait mode. Now, when we say that „content does not restrict its view and operation to a single display orientation,” we mean that the content should be designed to look good and function well in both portrait and landscape modes. This means that no matter how you’re holding your device, the content should still be easy to see and interact with.

Identify Input Purpose

5. When you fill out a form online, like when you sign up for a new account or make a purchase, there are usually different fields where you need to enter your information, like your name, email address, and phone number. Now, when we say that „the purpose of each input field can be programmatically determined,” we mean that a computer can be programmed to understand what each field is asking for and why it’s important. By programming computers to understand the purpose of each input field, we can ensure that the information collected is used appropriately and that users understand why they’re being asked to provide certain information. This can help build trust between the user and the website, and ensure that the user feels comfortable providing their personal information.

The first point on our website has been passed because the narrator reads everything. The second point was passed because the site meets the requirements. The third point has been passed because the site relies entirely on shapes. The fourth point has been passed because the phone page is working properly. The fifth point was unobservable.

Distinguishable

Use of Color

1. When you look at things around you, you can usually tell what they mean or what you’re supposed to do with them by looking at their colors. For example, traffic lights use red, yellow, and green to tell drivers when to stop, slow down, and go. But not everything relies solely on color to convey information or indicate an action. Sometimes, other visual elements like shape, size, or position can also give you clues about what something means or what you should do with it. For instance, imagine you have a button on a website that you need to click to submit a form. Even if the button is the same color as everything else on the page, it might still stand out because it’s bigger or in a different position. Or, it might have text on it that says „submit” which tells you what it does.

Audio control

2. When you go to a website, sometimes there might be sound that plays automatically, like a video or music. If that sound plays for more than 3 seconds, the website needs to give you a way to either stop the sound or turn it down. This is important because you might be somewhere where you don’t want sound playing loudly, or you might not want to listen to the sound at all. So, the website needs to have a button or control that lets you pause or stop the sound, or a separate button or control that lets you turn the sound down or up independently of your computer or device’s overall volume level. This way, you can choose how loud or quiet you want the sound to be, or whether you want to listen to it at all.3

Contrast (Minimum)

3. When you look at text or images with text on a website, it’s important that the text is easy to read. One way to make sure the text is easy to read is to make sure there’s enough contrast between the text and the background it’s on. The contrast ratio is a way of measuring this. The guideline says that the contrast ratio should be at least 4.5:1. This means that the color of the text should be at least 4.5 times brighter or darker than the color of the background.

Resize text

4. Sometimes, the text on a website might be too small or hard to read for some people. So, it’s important that the website allows the user to resize the text without losing any content or functionality. This means that the user can make the text bigger or smaller, and the website should still work properly and show all the same information.

The guideline says that text can be resized up to 200 percent without the need for assistive technology. This means that the user should be able to make the text twice as big without having to use any special tools or software to do it.

However, this guideline only applies to regular text on the website. Captions and images of text are exempt from this rule because they are often designed to be a specific size and might not work properly if they are resized.

Sensory Characteristics

Images of text

5. When a website conveys information, it’s important that the information is presented in a way that is accessible to everyone. This means that the website should use text to convey information whenever possible, rather than using images of text. The guideline says that if the technologies being used can achieve the visual presentation, text should be used to convey information. This means that if the website can show the text on the page using standard web technologies like HTML and CSS, it should use those technologies to display the text, rather than using an image of the text.

Reflow

6. When you’re looking at a website, it’s important that all the information on the page is easy to access and doesn’t require too much scrolling or clicking around. The guideline says that content should be presented in a way that doesn’t require scrolling in two dimensions, which means that you shouldn’t have to scroll both up-and-down and left-and-right to see all the information on the page.

Additionally, the content should be presented in a way that doesn’t cause any loss of information or functionality. This means that all the information should be there and work properly, even if you’re not able to see everything on the page at once.

Non-text contrast

7. When you’re looking at a website, it’s important that all the information is presented in a way that’s easy to see and read. One aspect of this is making sure that there’s enough contrast between different colors on the page. The guideline says that certain visual elements on the website should have a contrast ratio of at least 3:1 against adjacent colors. This means that if there are two colors next to each other on the website, they should be different enough from each other so that you can easily tell them apart. The contrast ratio is a measurement of how different the two colors are from each other – a higher contrast ratio means that the colors are more different.

Text spacing

8. When you’re designing a website, you can use different text styles to make certain parts of the text stand out or look different. For example, you might use bold text to emphasize a particular point, or you might use italicized text to indicate a quote or a foreign word. The guideline says that if you’re using certain markup languages to implement the content on the website, you should be able to change the text style properties without losing any content or functionality. In other words, if you set all the text styles to a certain setting and don’t change anything else, everything on the website should still work properly and all the information should still be there.

Content on Hover or Focus

9. On some websites, there might be parts of the page that are hidden until you interact with them in a certain way. For example, you might move your mouse over a button and a dropdown menu appears, or you might tab through different links and additional information appears as you move your focus from one link to the next. The guideline says that if a website has these kinds of hidden or interactive elements, they should be designed in a way that’s easy to use and accessible to everyone. Specifically, the guideline says that if there’s content that becomes visible when you hover over something or focus on something with your keyboard, that content should be able to be hidden again without any problems.

On the website we were editing, Point 1 was met because color is not the only means of conveying information. Point 2 was met because there are no audio-only files on the website, but videos with audio have built-in mute and pause functions. Point 3 was not met because text and image contrast did not meet the 4.5:1 minimum according to the WCAG checker. There is no clear answer for Point 4 because the homepage does not have this feature, but some subpages do. Point 5 was not met because the website presents text in the form of images, which are not adjustable or required. Point 6 was not met because the website loses functionality (it does not display some features such as a dark theme). Point 7 was met because if an image contains text, it does not blend together. Points 8 and 9 were not applicable for our website.

Keyboard accesible

Keyboard

1. All functionality of a website or application should be available and operable through a keyboard without requiring specific timing of keystrokes. The exception is when the function depends on user motion (such as drawing) rather than endpoints. In other words, a person using a keyboard should have the same ability to use the application as a person using a mouse or touch screen.

No keyboard trap

2. This principle states that if you can use the keyboard to move the focus to a certain part of the page, you should also be able to use the keyboard to move the focus back to another part of the page just as easily. However, if this action requires the use of keys other than arrows or Tab or other standard methods, the user should be informed of how to exit that element using the keyboard. In short, the user should have control over moving the focus with the keyboard and should be informed of ways to do so, especially in the case of more complex interfaces.

Character key shortcuts

If a keyboard shortcut is implemented in the content, which consists only of letters (including uppercase and lowercase letters), punctuation marks, digits or symbols, then at least one of the following statements is true:

-The keyboard shortcut is easy to remember because it consists of simple characters and does not require a complicated key combination.

-The keyboard shortcut is universal, meaning that it works on different devices and in different applications because it does not require special keys or functions.

-The keyboard shortcut is easy to enter because it does not require additional tools or special settings. In short, if a keyboard shortcut is simple, universal, and easy to enter, it should be used as it facilitates the use of programs and increases user efficiency

On the website we were editing, we did not notice any problem with any of the subpoints.

Enough time

Timing adjustable

1. If there are any time limits set by the content, then at least one of the following must be true, the user is able to turn off or adjust the time limit before accessing the content, or The time limit can be extended by the user for an appropriate amount of time, or The time limit is not essential to the functionality or use of the content, or There is an alternative, equivalent option that does not have a time limit.

Pause, stop, hide

2. For moving, blinking, scrolling, or auto-updating information, all of the following must be true, there must be a mechanism provided to pause, stop, or hide the content that is moving, blinking, scrolling, or auto-updating, the content must not be designed in a way that is known to cause seizures or physical reactions, and, if the content is time-limited, then the user must be able to adjust or turn off the time limit. In simpler terms, if there is any moving, blinking, scrolling or auto-updating information, the user must have a way to pause, stop, or hide it. Additionally, the content must not be designed in a way that could cause harm, such as seizures. Finally, if there is any time limit on the content, the user must have the ability to adjust or turn off the time limit.

There were not sufficient reasons for yes or no to describe anything on the website we were editing.

Seizures and Physical Reactions

Three Flashes or Below Threshold

Web pages must not contain anything that flashes more than three times in any one second period. If there is flashing content, it must be designed to be below certain thresholds: the general flash threshold, and the red flash threshold.

The general flash threshold is a level that can trigger seizures or other physical reactions in some people with photosensitive epilepsy. The red flash threshold is an even lower level that poses an even greater risk for those with photosensitive epilepsy.

The checkpoint we were editing has been passed because there are no flashing elements on the page that flash more than 3 times per second.

Navigable

Bypass Blocks

1. Sometimes, when browsing the web, you might come across blocks of content that are repeated on multiple pages, such as navigation menus or header sections. To make it easier for users who rely on assistive technologies or keyboard navigation, web pages must provide a way to bypass these repeated blocks of content.

This means that there should be a mechanism, such as a skip link, that allows users to jump directly to the main content of the page and skip over the repetitive content. This way, users don’t have to navigate through the same content repeatedly, which can be frustrating and time-consuming.

Page Titled

2. When you visit a website, you can see a little bit of information at the top of your browser. This information is called the „title” of the web page. The title is important because it tells you what the page is about or what its purpose is. So, having a clear and descriptive title for a web page is important because it helps users understand what they can expect to find on the page. It also helps with things like search engine optimization, making it easier for people to find the page when searching for relevant topics.

Focus Order

3. If you can move through a website one element at a time using a keyboard, the order in which you move between clickable elements (such as buttons or links) should make sense and not break the website’s functionality. This ensures that users who rely on keyboard navigation can effectively use the website.

Link Purpose

4. When you see a link on a web page, you should be able to tell where the link will take you just by looking at the text of the link. Sometimes, additional information around the link can also help you understand where the link will take you. However, if the link text is not clear enough and it’s hard to understand where the link goes, then this is a problem that needs to be fixed. It’s important for links to be clear and easy to understand for everyone, especially for people who use assistive technologies like screen readers.

Multiple Ways

5. To put it simply, there should be multiple ways to find a webpage within a website, except in cases where the webpage is part of a specific process or task. For example, there could be a navigation menu, a search bar, or links on other pages that lead to the desired webpage. This ensures that users can easily find the information they need without getting lost or frustrated.

Headings and Labels

6. Headings and labels are used to describe the topic or purpose of content on a webpage. They help users to quickly understand what the content is about and to navigate through the webpage. Headings are typically used to identify the main sections of a webpage, while labels are used to describe form controls or other interactive elements. By providing clear and descriptive headings and labels, users can more easily find the information they are looking for and interact with the webpage in a meaningful way.

Focus Visible

7. When you use a keyboard to navigate through a website, there should be a way for you to see where your keyboard focus is. This means that you can tell which button or link you are currently interacting with. The focus indicator could be a visible outline around the button or a change in color. This helps you understand where you are on the website and what you are interacting with.

Point one has been passed because there are no flashing elements on the webpage more than three times per second. Point two has been passed because the website has titles that describe the subject or purpose. Point three has been passed because the tab order reads all the elements in a logical sequence. Point four has been passed because links on the page are described understandably. Point five has not been passed because after entering the phrase 'glogow’ in Google Chrome, the website displays fourth from the top, while it does not appear at all on Microsoft Edge (ME). Point six has been passed because labels and headers describe the topics and objectives for input. Point seven has not been passed because not all elements are well delineated when using the keyboard.

Input Modalities

Pointer Gestures

1. If you use your fingers to interact with a website or application, you should be able to perform all actions with just one finger, without having to use multiple fingers or draw specific shapes. However, if a specific action requires multiple fingers or a specific shape, it is allowed only if it is absolutely necessary for the function to work.

Pointer Cancellation

2. If you can operate something with just one finger, then it should work properly without needing to use more than one finger. If you do need to use more than one finger, there should be a good reason for it. Also, if you need to touch something to make it work, you should be able to cancel or undo it if you change your mind. Finally, if you touch something by mistake, you should be able to undo it by touching it again.

Label in Name

3. When you see a button or a link on a website that has a label, the name of that button or link should be the same as the text that you see on the button or link. For example, if you see a button that says „Click Here,” then the name of the button should also be „Click Here.” This helps people who use assistive technology like screen readers to understand what the button or link does, even if they can’t see it. It’s like having a name tag on your shirt that says your name – it helps people know who you are!

Motion Actuation

4. If you can move your device or yourself to do something on a website, there should be another way to do it by clicking or tapping something. This is important so that you don’t accidentally do something you didn’t mean to do just because you moved your device or yourself. There should also be a way to turn off the movement feature so it doesn’t interfere with using the website.

Point one was accepted because the website includes functionality for using multi-touch gestures or paths. The rest of the points were not observable on the website that we were editing.

Readable

Language of Page

1. When you visit a webpage, you want to be able to read the content in a language that you understand. However, some web pages may contain text in different languages, or they may not explicitly state what language the content is in. This is where programmatically determining the default human language of the web page becomes important.

By using certain techniques and technologies, a computer program can analyze the web page and determine what language the content is in. This can be done through various methods such as analyzing the HTML code, looking for language tags, or using language detection algorithms.

Language of Parts

2. This means that a computer program should be able to figure out the language of each part of the text on a webpage, except for some cases. Proper names, technical terms, words of unknown language, and words that are part of the surrounding text’s everyday language may not be included. This is important for making sure that screen readers or other assistive technologies can accurately pronounce or translate each part of the text for users who have different language needs or preferences.

Point one was neither counted nor rejected because after changing the default language of the browser, some elements of the main page and subpage change the language, but there are still elements that do not change the language and remain in Polish (with the emphasis that the page is translated because most elements are in English, and only the images remain in Polish). Point two was neither counted nor rejected because it depends heavily on the previous point, and complex vocabulary is also translated.

Predictable

On Focus

1. When you use a computer or mobile device, you can interact with different parts of the screen, such as buttons or links. When you interact with a component, it’s like you „focus” on it, and the device understands that you want to interact with that specific element. The WCAG guidelines require that any time you focus on a user interface component, such as a button or a link, and interact with it, the device shouldn’t initiate a change of context. This means that the device should not automatically take you to a different page or perform an action that you didn’t intend to do. This is to ensure that users have control over the actions they take on a website and aren’t surprised by unexpected changes.

On Input

2. This guideline means that when you click on something in a website or change a setting, it should not automatically take you to a completely different page or website without telling you first. You should be able to change settings or interact with the website without worrying that your actions will suddenly take you to a different page or website without warning. If the website does have this kind of behavior, it should let you know before you click on anything.

Consistent Navigation

3. One of the principles of web accessibility is to avoid unexpected changes in context when users interact with a web page. This means that if a user changes a setting or interacts with a user interface component on a web page, it should not automatically cause a change of context that the user did not expect. For example, imagine a user is filling out a form on a web page and they click on a dropdown menu to select an option.

Consistent Identification

4. Imagine you are looking for a button to submit a form on a website. You find one on the first page, but when you navigate to the next page, you can’t find the button anywhere, even though you know it should be there. This can be frustrating and confusing, especially if you’re trying to complete a task quickly.

The first point was accepted because no such issues were noticed. The second point was accepted because the website has alternative text that informs the user what will happen after clicking a certain button. The third point was not accepted because the arrangement of navigation menu mechanisms is not uniform across all subpages. One of the subpages (http://www.glogow.pl/investin/) differs from others in its layout. The fourth point was not accepted because elements serving the same function are marked differently, which may cause confusion for the user.

Input Assistance

Error Identification

1. If you fill out a form on a website and make an error, like forgetting to fill in a required field or entering an invalid email address, the website should be able to automatically detect that error and let you know where you went wrong. The website should identify which field has an error and describe the error in text so that you know exactly what needs to be corrected. This can help you avoid frustration and confusion when trying to submit the form, and it ensures that the website is as user-friendly as possible.

Labels or Instructions

2. So, let’s say you’re filling out a form on a website. The form asks for your name, email address, and a message you’d like to send to the website owner. If the form doesn’t have any labels or instructions, you might not know which field is asking for your name, which one is asking for your email address, or where you should write your message. Labels or instructions provide guidance for users so they know what information is required in each field, what format the information should be in, and how to properly complete the form. They can be in the form of text next to the field or an example of what should be entered.

Error Suggestion

3. This guideline is all about making sure that if a user makes an error when inputting information, the website should automatically detect the error and let the user know what’s wrong. Additionally, if the website knows how to correct the error, it should offer suggestions to the user on how to fix it.

Error Prevention

4. If you use a website to do something important, like buy something or sign a contract, the website should make sure you don’t make any mistakes. There are three ways the website can do this, if you make a mistake, you should be able to undo it. Think of it like an „undo” button in a program, the website should check to see if you made any mistakes before you submit your information. If you did make a mistake, the website should give you a chance to fix it, before you submit anything, the website should show you what you entered and give you a chance to make sure it’s correct. Basically, the website should make sure you don’t accidentally mess up something important and give you a way to fix any mistakes you do make.

Point one was not approved nor rejected because after entering information, no specific error is displayed, but rather what information should be included in the input field. Point two was approved because the only input field on the page, the search bar, functions correctly. Point three was not approved because the suggestions offered do not provide solutions, but rather a single predetermined text for each situation. Point four was not applicable to our website because it is an informational site with no payments or data input required.

Robust

Parsing

1. Markup languages are used to create content on websites and other digital platforms. The content is made up of different elements, such as headings, paragraphs, images, links, and so on. Each element has a start tag, which indicates the beginning of the element, and an end tag, which indicates the end of the element. When elements are nested according to their specifications, it means that they are placed inside other elements in a logical and structured way. For example, a paragraph element might contain a link element, which might contain an image element. Elements should not contain duplicate attributes, which are additional pieces of information that provide more details about the element. This means that each attribute should only appear once within an element.

Name, role, value

2. This success criterion means that all user interface components on a website should be accessible and understandable to everyone, including those who use assistive technologies like screen readers. To achieve this, the website must be designed in such a way that the names and roles of all interface components, like buttons and links, can be determined programmatically by assistive technologies. In addition, users should be able to interact with these components and set any properties or values, and any changes made by the user should be notified to the assistive technologies. This ensures that users with disabilities have equal access to the content and functionality of the website.

Status messages

3. When we talk about content implemented using markup languages, we’re talking about web pages or other digital content that is written using a structured language like HTML or XML. Now, when we say „status messages,” we’re talking about messages that are presented to the user that convey information about the status of some operation or process. For example, if you submit a form on a website, you might get a status message that says „Form submitted successfully” or „There was an error submitting the form.” The important thing here is that these status messages should be accessible to all users, including those who use assistive technologies like screen readers. So, when we say that status messages can be „programmatically determined,” what we mean is that the messages are marked up in a way that allows assistive technologies to detect them and present them to the user. This is usually done through the use of roles or properties that are specified in the markup.

Point first has been approved. Second point was not applicable because the main page does not contain buttons, forms, etc., some subpages such as http://www.glogow.pl/turystyka/ contain buttons, and their function is remembered. Third point was not applicable because the website does not have status notifications.

Sensory Characteristics