WCAG 2.2 Summary and Breakdown

1.1.1 - Non-Text Content - Level A

All non-text content presented to a user has a text alternative that serves an equivalent purpose, with the following exceptions:

1.2.1 - Audio-only and Video-only prerecorded - Level A

For audio-only prerecorded content, am alternative for time-based media is provided that gives the user equivalent information to the audio-only content. Pre-recorded video content must have an alternative method of description and an audio-based track that provides equivalent information with what is shown in the video.

1.2.2 - Captions - Level A

Captions are provided for all pre-recorded audio content in synchronized media unless the audio is built as an alternative for text content and is clearly labeled as such.

1.2.3 - Audio description or media alternative (prerecorded) - Level A

Audio descriptions or time-based media alternatives are provided for pre-recorded video content and synchronized media, unless the video is a media alternative for text based content and is clearly labeled as such.

1.3.1 - Info and Relationships - Level A

Information, structure, and relationships can be programmatically determined or are available in text forms. Examples include required input fields being marked with a color but also utilizing the required attribute or text indicator like an asterisk, optional fields being called out in text instructions before users navigate into the text fields, appropriate table header structures used for tabular content, using headings and text formatting to define content structure, proper list markup, and grouping key/value pairings.

This criterion ensures that correct semantics are used for their purpose, not just for their visual style. Form elements are properly paired with their labels, and groups of form elements are within a labeled group.

1.3.2 - Meaningful Sequence - Level A

When the sequence in which content is presented can directly affect its meaning, a correct meaningful sequence is programmatically discernible; headings are used in the correct order to not break understanding. Only one h1 on the page, content is ordered with the heading level increasing depending on how focused the content becomes. Heading levels are not skipped or used solely as decoration/text formatting elements.

1.3.3 - Sensory Characteristics - Level A

Instructions provided for operating or understanding content or controls do not rely solely on sensory characteristics such as shape, size, color, screen location, orientation, or sound. For example, do not say "To continue, click the big blue button at the bottom right of the screen."

1.4.1 - Use of Color - Level A

Color is not used as the only means to convey information, prompting a response, highlighting an action, etc. Examples would be only using a color to indicate an error, using different colors to call out data in a chart or table , or only using color labels on user controls without additional text labeling.

1.4.2 - Audio Control - Level A

If any audio plays for more than 3 seconds on a webpage, controls are present to allow a user to mute/turn off the audio or control the volume independently of the system audio.

2.1.1 - Keyboard - Level A

All functionality is operable through a keyboard interface without requiring specific timings for individual keystrokes. Path-dependent user input, such as handwriting entry, are exceptions to this criteria. Keyboard functionality allows for multiple assistive tech methods to function with content and interaction.

2.1.2 - No Keyboard Trap - Level A

If keyboard focus can be moved to an object or control using a keyboard interface, then focus must be able to be moved away from that component using just the keyboard interface. If any additional modified key inputs are required to move focus away from a component, such as arrow or modified tab key input, the user is informed of the controls and escape methods.

2.1.4 - Character Key Shortcuts - Level A

If a keyboard shortcut is implemented within the content that uses only a letter, including uppercase and lowercase letters, punctuation, and special symbols, then at least one of the following is true:

Turn Off

User is given the ability to turn off the shortcut.

Remap

User is given the ability to remap the shortcut.

Active Only on Focus

The shortcut is only functional when the component is focused

2.2.1 - Timing Adjustable - Level A

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

Turn Off

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

Adjust

The user is allowed to adjust the time limit before encountering it over a wide range up to 10x the original limit.

Extend

The user is informed of when time is about to expire and is given a simple control to extend the limit when pressed within 20 seconds of the alert, and time extension can extend up to 10x the original limit.

Real Time Exception

The timing is required as part of a real-time event, such as an auction, and an alternative to the timing event is possible.

Essential Exception

Timing is essential to the content and extending the limit would invalidate the activity.

20-hour exception

The time limit is longer than 20 hours.

2.2.2 - Pause, Stop, Hide - Level A

For any moving, blinking, scrolling, or auto-updating information, the user must be given a control to pause, or hide the content if it starts automatically, lasts more than 5 seconds, and is presented in parallel with other content, unless pausing, stopping, or hiding the content invalidates the activity. Auto-updating content must be allowed to be paused, stopped, or hidden by a user control if it starts automatically and is presented in parallel with other content unless the auto-updating content is essential.

2.3.1 - 3 Flashes or Below Threshold - Level A

Pages and content do not contain any objects or elements that flash 3 times in 1 second.

2.4.1 - Bypass Blocks - Level A

Users are given ways to bypass repeated blocks of content that appear on multiple webpages. This allows for users who navigate sequentially through content to jump to the main content easier and not get bogged down having to navigate through navigation banners, advertising, etc. Skip links at the top of the page, skip links at the top of long blocks of content, HTML 5 and aria landmarks/regions are ways to satisfy this criteria.

2.4.2 - Page Title - Level A

HTML pages have page titles that describe their topic or purpose. Page Titles quickly and efficiently allow users to identify whether or not the page is relevant to their needs. Keeping page titles consistent with the link text for navigation links used to direct users to the page is preferred.

Best practices include keeping each page title unique and making the unique page title come first in the title string followed by the constant part of the overall page titling for the whole website, such as brand name. This allows for the unique page title to appear first when read aloud by a screen reader, and allows for the page title to appear in a tab for easier reading and finding by the visually impaired.

2.4.3 - Focus Order - Level A

When a user can navigate a webpage sequentially and the sequence of navigation affects the meaning or operation of the content, focusable elements receive focus in a logical order that preserves meaning/operability. Logical progression of focus order helps keyboard and screen reader users create a mental map of the webpage and the content within it, and the linear progression should make sense and not jump users around the page.

2.4.4 - Link Purpose in Context - Level A

The purpose of each link in a webpage can be determined through the link text alone or from the link text paired with programmatically discernible content. Meaningful link text helps users determine whether or not they want to follow that link. Links should all be unique unless they navigate the user to the same destination. Aria can be used to describe links further if content preceding the link explains the link purpose/destination. Don't use "Click Here," "Learn More," etc.

2.4.13 - Page Break Navigation - Level A

For web content that has page break locators, a mechanism is available to navigate to each locator.

2.5.1 - Pointer Gestures - Level A

All functionality that uses multipoint or path based gestures for operation can also be operated with a single pointer. without a path based gesture, unless the multipoint or path gesture is essential. This only applies to web content that interprets pointer actions and does not apply to actions used by assistive technology.

2.5.2 - Pointer Cancellation - Level A

For functionality that can be operated with a single pointer, at least one of the following is true:

No down event

The down event does not execute any part of the function.

Abort/Undo

Completion of the function is on the up event and a mechanism is provided to abort the function before completion or undo the function after completion.

Up Reversal

The Up Event reverses any outcome of the preceding Down Event.

Essential

Completing the function on the down event is essential.

Note: Functions that emulate a keyboard or numeric keypad key press are considered essential. This criteria only applies to web content that interprets pointer actions and not to gestures used with assistive technology.

2.5.3 - Label and Name - Level A

User interface components with labels comprised of text or images of text name contains the text that is represented visually. The name must match the label or the text that appears visually, so a user using voice commands can clearly say which control they'd like to to activate to navigate to, and to eliminate any confusion when attempting to understand a control or interact with it using a screen reader.

2.5.4 - Motion Actuation - Level A

Functionality that can be operated by device or user motion can also be operated by user input controls. Response to the motion activation can be disabled to prevent accidental actuation, unless:

Supported Interface

The motions used to operate functionality are through an accessibility supported interface.

Essential

The motion is essential for the function and disabling it would invalidate the activity.

3.1.1 - Language of Page - Level A

The language of a webpage can be programmatically determined. This is done by setting the lang attribute on the main html tag of the page and using the correct language identifier for the overall page language.

3.2.1 - On Focus - Level A

When an object in a webpage receives focus, it does not initiate a change of context. Functionality should be predictable, and jumping a user around through content or context automatically after they have focused on an element breaks this predictability.

3.2.2 - On Input - Level A

When a user changes the value or enters information into an input, context must not automatically change unless the user has been informed of the context change before they interact with the component.

3.2.6 - Consistent Help - Level A

On any page in a set of webpages that provide the following kinds of help, access to at least 1 form of finding help exists in the same relative order on each page. This criteria does not require that any of these methods are to be present on a webpage, but only dictates that if Help is offered that it be put in a consistent place across all pages.

Human Contact details

phone number, email address, hours of operation

Human contact mechanism

chat, social media, messaging system, contact form

Self-help option

FAQs, How Do I? page, etc.

Fully automated help mechanism

Chat bot, AI, etc.

Putting Help options in a clear and consistent place on every page makes it much easier and more usable for users to find them.

3.3.1 - Error Identification - Level A

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

3.3.2 - Labels and Instructions - Level A

Labels or instructions are provided when content requires user input.

3.3.7 - Accessible Authentication Level A

For any kind of user authentication that has a cognitive function test, such as remembering a username/password, transcription/typing in characters, Use of correct spelling, Performance of calculations, or solving puzzles, an alternate method that does not require a cognitive function test is available for the user, or a mechanism is built in that assists the user through the test. Those mechanisms can be allowing function with password manager systems to help with the memorization test, and support of copy and paste to help with a transcription test.

Success examples:

• Use properly marked up Username, Email, and password fields so that browsers/apps can autocomplete/autofill from password managers.
• Website does not block copy/paste functionality in the text/input fields.
• Website uses alternative user authentication methods such as webAuthn so device modalities such as TouchID, FaceID, or PIN which are set up by the user. Best if all are accepted and one particular method isn't required/enforced.
• Use OAuth method to allow users to use third-party password managers for authentication.
• Two-factor authentication allows for multiple options to complete the second factor.

3.3.8 - Redundant Entry - Level A

Information previously entered or provided to the user to be entered again in a process and in the same user session is either auto-populated or available for the user to select.

Exceptions:

• Re-entering the information is essential.
• The information is required to ensure the security of the content.
• Previously entered information is no longer valid.

4.1.1 - Parsing - Level A (Deprecated)

Note: This criterion is deprecated as of the release of WCAGH 2.2. Read more about WCAG 4.1.1 Deprecation by Deque Systems

For content built with markup languages like HTML, elements have complete start and end tags, elements are nested according to their specifications, elements do not contain duplicate attributes, and IDs are unique. If browsers or other user agents cannot completely parse and understand the content, screen readers and other assistive technologies will not be able to accurately parse and display the content to the user.

4.1.2 - Name, Role, Value - Level A

For all interactive user components, roles can be programmatically determined, states, properties and values that can be set by the user can be programmatically set, and notifications of changes to these components are made available to the user agent. Assistive technologies will be able to announce value changes and properly identify the role and state of components to users. Buttons, links, headings, input controls are appropriately identified. Collapsed, expanded states, value amounts, etc. are identified.