Moodlerooms Voluntary Product Accessibility Template January 2016

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1 Overview Moodlerooms Voluntary Product Accessibility Template January Web-based Intranet and Internet Information and Applications Functional Performance Criteria Information, Documentation and Support The information contained within this Voluntary Product Accessibility Template (VPAT) is the result of a third-party performing an audit using Job Access with Speech (JAWS) 17 and VoiceOver OSX with the Safari browser. The audit tested the compliance of Moodlerooms against the applicable requirements of Section 508 of the Rehabilitation Act of 1973 as Amended The purpose of the Voluntary Product Accessibility Template is to assist Federal contracting officials in making preliminary assessments regarding the availability of commercial electronic and information technology products and services with features that support accessibility. It is assumed that offerers will provide additional contact information to facilitate more detailed inquiries. Core issues identified in this VPAT are related to insufficient color contrast, a lack of visual indication when controls have keyboard focus, valid labels for content edit fields, and users inability to select controls with the keyboard Rubric dialog window. The first table of the report provides a summary view of the Section 508 Standards. The subsequent tables provide more detailed views of each subsection. There are three columns in each table. Column one of the Summary Table describes the subsections of Subparts B and C of the Standards. The second column describes the supporting features of the product or refers you to the corresponding detailed table, "e.g., equivalent facilitation." The third column contains any additional remarks and explanations regarding the product. In the subsequent tables, the first column contains the lettered paragraphs of the subsections. The second column describes the supporting features of the product with regard to that paragraph. The third column contains any additional remarks and explanations regarding the product Web-based Intranet and Internet Information and Applications Functional Performance Criteria Information, Documentation and Support Page 1 of 10

2 Compliance Summary Criteria Section Web-based Intranet and Internet Information and Applications Section Functional Performance Criteria Section Information, Documentation, and Support Supported Applicable Not Tested Support Levels Support Level /Minor Description The application fully meets the letter and intent of the Criteria. The application does not fully meet the letter and intent of the Criteria, but provides some level of access relative to the Criteria. through Equivalent Facilitation The application provides an alternate way to meet the intent of the Criteria. when Combined with Compatible AT Does Not Support Not Applicable The application fully meets the letter and intent of the Criteria when used in combination with compatible ATs. The application does not meet the letter or intent of the Criteria. The Criteria does not apply. Not Applicable - Fundamental Alteration Exception Applies A Fundamental Alteration of the application is required to meet the Criteria. Applicable Not Tested The Standard is applicable but was not tested. Page 2 of 10

3 Web-based Intranet and Internet Information and Applications Criteria Support Level Remarks and Explanations (a) A text equivalent for every nontext element shall be provided (e.g., via "alt", "longdesc", or in element content). provide text equivalents for most nontext elements. A has been given for the following reasons: The expand/collapse icons in the Admin menu do not contain text descriptions. The Move control does not have a text description. There is no state information available when the Event, Conditions, or Actions controls in the Personalized Learning Designer are selected or when links in the Grade Report are selected. There are no visible text alternatives available for the Previous and Next icons associated with the calendars, the Admin icon, or dialog window Close icons. The image on the Select File dialog does not contain alternative text. The image that is displayed when a page loads does not contain alternative text, including progress. The message icon displayed in the single view for a student s grade does not have alternative text. The images representing the type of quiz, like a multiple choice, do not have alternative text. (b) Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation. not contain multimedia presentations. Note that it is the responsibility of the authors posting multimedia presentations in the Moodlerooms web application to ensure that the presentation content is accessible. Page 3 of 10

4 (c) Web pages shall be designed so that all information conveyed with color is also available without color, for example from context or markup. (d) Documents shall be organized so they are readable without requiring an associated style sheet. (e) Redundant text links shall be provided for each active region of a server-side image map. (f) Client-side image maps shall be provided instead of server-side image maps except where the regions cannot be defined with an available geometric shape. (g) Row and column headers shall be identified for data tables. not use color alone to convey most information throughout the application. However, a rating of has been assigned for the following reasons: The calendar dates with events are color coded as is the current date. A selected file option in the File Picker, e.g., Recent Files, is only highlighted with a gray background. The Rubric dialog uses color to denote which value has been selected. Color is used in the Grades: View table for certain assignments. The Moodlerooms web application content is readable without an associated stylesheet with the exceptions of the CSS background images Previous and Next associated with the calendars, the Admin icon, and the dialog window Close icons. not contain server-side images. not contain client-side images. The Moodlerooms web application data tables do contain table header cells that are correctly identified. A has been given for the following reasons: The table header cells for the Grades View page are not properly associated with the data cells. Page 4 of 10

5 The content in the Name column for the Personalized Learning Designer contains implicit row headers. (h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers. (i) Frames shall be titled with text that facilitates frame identification and navigation (j) Pages shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz. (k) A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes. (l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the script shall be identified with functional text that can be read by Assistive Technology. The student names in the Message course users page are implicit row headers. use appropriate markup for most complex data tables. A rating of has been given because the Rubric grader tool contains nested tables. not contain frame elements. not cause the page to flicker with a frequency greater than 2 Hz and lower than 55 Hz. not contain a text-only page. use scripting languages that are correctly read by assistive technology. A rating of has been assigned for the following reasons: Throughout the application there is a lack of visual indication of focus when icon-based controls receive keyboard focus. When dialog windows are opened in the Personalized Learning Designer, focus is placed in the first field rather than on the dialog title. Page 5 of 10

6 Focus is not placed correctly on controls in the Instructor s Admin menu. The Move control on the Course and Topics pages does not receive keyboard focus and cannot be selected using the keyboard. The Grades button cannot be selected using the keyboard in the Rubric dialog. Users are also able to navigate to content behind the Rubric dialog. A focus change is triggered when the With Selected Students control is activated on the Participants page. The sub-menu items under the Edit menu on the Assignment page are not correctly identified as menu items. The Events, Conditions, and Actions controls on the Personalized Learning Designer page may not be identified correctly to assistive technologies. The Bookmark, Substantive, and similar controls are used with the forums and Joule Grader tools contain invalid ARIA attributes. The Add Restrictions dialog does not contain an appropriate role. An invalid role of footer has been used throughout the application. The Use Advance editor does not contain the correct ARIA attribute to inform users that a toolbar is available. There is no indication on the Edit quiz page when a quiz has been saved. The Home link does not have a visible indication when it receives keyboard focus. Page 6 of 10

7 (m) When a web page requires that an applet, plug-in or other application be present on the client system to interpret page content, the page must provide a link to a plug-in or applet that complies with (a) through (l). (n) When electronic forms are designed to be completed on-line, the form shall allow people using Assistive Technology to access the information, field elements, and functionality required for completion and submission of the form, including all directions and cues. Note that following issue did not occur with Safari and VoiceOver; nevertheless, with JAWS, focus becomes trapped once an option has been selected from in the Add An Activity or Resource menu. not require applets, plug-ins, or other applications to be present to interpret page content. provide the information needed to complete most form fields in the application. A rating of has been assigned for the following reasons: The form fields that allow users to style messages do not have associated labels. The controls associated with Add file, Add folder, and Delete are not correctly labeled. The Comment edit fields throughout the application do not have associated labels. The checkboxes associated with the Participants do not have labels. There are several places where links are used with attached menus that are not correctly identified. The label associated with the Word limit field on the Editing Assignment page does not contain text. Fieldsets are used without associated legends where date and time groups are used, such as with Editing Assignment. Page 7 of 10

8 Placeholder values alone are used with some form fields throughout the application. The select field for the forums that allows users to move the discussion to a different section does not have a label. (o) A method shall be provided that permits users to skip repetitive navigation links. (p) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required. Note that following issue did not occur with Safari and VoiceOver; nevertheless, with JAWS, the label elements in the Add Restrictions dialog window are read rather than the names of the buttons. The Moodlerooms web application provides a skip navigation function that allows users to navigate to the main content section of a page. A rating of has been assigned because the skip navigation on the Log In and Teacher Profile pages takes users to content on the main Moodlerooms page and not the main content on the Log in and Teacher Profile pages. The Moodlerooms web application allows instructors to create timed quizzes that provide students enough time to complete the quiz. However, it is the responsibility of the instructors to ensure that quizzes provide enough time. Note to : The Board interprets paragraphs (a) through (k) of this section as consistent with the following priority 1 Checkpoints of the Web Content Accessibility Guidelines 1.0 (WCAG 1.0) (May ) published by the Web Accessibility Initiative of the World Wide Web Consortium: Paragraph (a) - 1.1, (b) - 1.4, (c) - 2.1, (d) - 6.1, (e) - 1.2, (f) - 9.1, (g) - 5.1, (h) - 5.2, (i) , (j) - 7.1, (k) Page 8 of 10

9 Functional Performance Criteria Criteria Support Level Remarks and Explanations (a) At least one mode of operation and information retrieval that does not require user vision shall be provided, or support for Assistive Technology used by people who are blind or visually impaired shall be provided. provide support access by users who are blind or with assistive technology such as screen readers. A rating of has been assigned for the following reasons: As listed in (a), (d), (g), (h), and (n), when information about user interface elements is not available to assistive technologies, screen reader users may not be able to interact appropriately with the controls. The accessibility issues listed in (l) and (o) affect people who are blind or visually impaired because these users navigate through the application exclusively with the keyboard. (b) At least one mode of operation and information retrieval that does not require visual acuity greater than 20/70 shall be provided in audio and enlarged print output working together or independently, or support for Assistive Technology used by people who are visually impaired shall be provided. (c) At least one mode of operation and information retrieval that does not require user hearing shall be provided, or support for Assistive Technology used by people who are deaf or hard of hearing shall be provided. (d) Where audio information is important for the use of a product, at least one mode of operation and information retrieval shall be provided in an enhanced auditory provide support for users who have a visual acuity greater than 20/70 or visually impaired. A rating of is assigned due to the issues noted in (c). Additionally, throughout the application, several controls use a blue-green and white color combination that does not provide enough contrast for some users. not require user hearing for information retrieval. not require user hearing for information retrieval. Page 9 of 10

10 fashion, or support for assistive hearing devices shall be provided. (e) At least one mode of operation and information retrieval that does not require user speech shall be provided, or support for Assistive Technology used by people with disabilities shall be provided. (f) At least one mode of operation and information retrieval that does not require fine motor control or simultaneous actions and that is operable with limited reach and strength shall be provided. not require user speech for information retrieval. provide keyboard access to the majority of functionality. A rating supports with exceptions has been assigned due to the issues noted in (l) and (o) Information, Documentation and Support Criteria Support Level Remarks and Explanations (a) Product support documentation provided to end-users shall be made available in alternate formats upon request, at no additional charge (b) End-users shall have access to a description of the accessibility and compatibility features of products in alternate formats or alternate methods upon request, at no additional charge. (c) Support services for products shall accommodate the communication needs of end-users with disabilities. Applicable- Not Tested Applicable- Not Tested Applicable- Not Tested Page 10 of 10