Web accessibility refers to the degree to which information presented through the web is accessible and usable, especially by people with disabilities. Usability, a related term, is the efficiency, effectiveness, accuracy, understandability and navigability of a web resource.
Web accessibility and usability is handled by the web author and is outside the control of the user. When using the web to teach, ideally we should provide online information that is both accessible and usable. In so doing, we create web-based information systems that avoid creating accessibility barriers.
Two sets of well-defined accessibility standards exist – the Word Wide Web Consortium's Web Content Accessibility Guidelines (WGAC) and the federal government's Section 508 standards. The WCAG are more comprehensive, but the 508 standards are more practical and verifiable. In general, the institution is legally responsible for proactively addressing web accessibility of information, curricula, and services.
Three types of web administration models exist; centralized in which most of the institution's website is centrally administered, de-centralized in which most of the institution's website administration is distributed across the campus, and hybrid in which there is a significant portion of shared administration. Each web administration model has advantages and disadvantages for assessment. In order to have a successful institutional accessibility plan, eleven essential conditions must be met.
Assessment is key to good web accessibility. Assessment can be addressed during the authoring phase, after the authoring phase by the author, and/or after the authoring phase through the enterprise. A variety of accessibility tools exist at each of these levels.
