Home page Articles SEO State of Maine Web Accessibility Laws State of Maine Web Accessibility Laws Posted: 2017-07-24maine capital building It is clearly stated in the Maine Web Accessibility and Usability Policy that state government websites are to be made universally accessible. Maine policy states:All citizens and employees, including persons with disabilities, have the right to access Maine's information resources and, for this purpose, the facilities, technologies and services of the State of Maine government that are sources of information must be designed to provide universal access.
The full set of website accessibility standards for state agencies in Maine can be found at Maine.gov.WCAG standardlike other states, Maine's Web Accessibility Policy makes extensive reference to the universal standard: Web Content Accessibility Guidelines (WCAG 2.0).Below is an abbreviated list of necessary Last Database criteria for websites. For clarity on each item, visit For Maine's Complete Web Usability and Accessibility Policy. Coding - A valid code is the basis of accessibility. Screen readers and other assistive technologies interpret and interact most reliably with web pages designed using valid standard code.
Text - Whenever possible, use actual text instead of text images. Cascading Style Sheets (CSS) can be used to achieve specific sizes, colors, or effects. Texts requiring exact formatting, such as logos and / or other branding elements, are appropriate exceptions. Colors - Do not communicate information in color only. Users with blindness, limited vision, or color blindness may miss information presented with color. Images - Provide appropriate “alt text” for all images. Because blind people cannot perceive the information presented in the images, the screen reader software reads the alt text instead. Image Cards - Just as images should have alt text, each area of an image card (that is, an image with multiple hyperlinks) should also have appropriate alt text to use when the image does not work. is not displayed. Audio - Do not transmit information only with sound. Whenever important information is provided by sound, include a visual indicator that also provides the same information. Provide text transcripts for audio containing speech when provided to the public and / or made available to employees. Multimedia (video / audio) - 1)Provide synchronized captions for all multimedia containing essential aural information when provided to the public and / or made available to employees. Multimedia generally refers to recorded or live media that contains both video and audio tracks. Multimedia (video / audio) - 1)Provide synchronized captions for all multimedia containing essential aural information when provided to the public and / or made available to employees. Multimedia generally refers to recorded or live media that contains both video and audio tracks. Multimedia (video / audio) - 1)Provide synchronized captions for all multimedia containing essential aural information when provided to the public and / or made available to employees. Multimedia generally refers to recorded or live media that contains both video and audio tracks.
Subtitles are essentially a textual transcription of the audio synchronized with the audio / video tracks in the presentation. Whenever possible, video should be published using accessible resources provided by the Maine State Media Gallery. Third-party video services, such as YouTube, are permitted but are required to post content with synchronized captions that have been manually assessed for accuracy and, if necessary,2) Provide audio descriptions for all multimedia that contains essential visual information when provided to the public and / or made available to employees. Audio descriptions are only needed if important information presented visually is not discernible from the dialogue or the audio track.
Many speech-intensive events, such as speeches, lectures, or lectures, do not contain essential video and, therefore, do not need audio description. When necessary, audio descriptions are usually best implemented by a professional “audio descriptor”.Animation - Provides a way to pause any moving, flashing, scrolling, or updating information automatically. Avoid animations and movements unless they provide information. If animation is used, provide a way to pause animation. Do not include content that flashes faster than 3 times per second. Blinking faster than 3 times per second can trigger epileptic seizures. Connections- Make sure the links are understandable out of context. A link is understandable out of context when it clearly indicates its destination or function without requiring additional information.
Screen reader users often “tab” links (switch links by pressing the Tab key) in order to “scan” a page. Most screen readers also offer a "link list" feature to speed up the process of navigating to specific links. Links that are not understandable out of context, such as "click here" or "more", make these techniques much less effective. Some screen readers can be configured to read the attributes of the link title instead of the link text, however, most currently only read the default link text. Use clear, unambiguous link text. The link text should generally match the title of the page the link points to.
Make sure that links that point to the same URL use the same link text and that links that point to different URLs use different link text. Provide a way to skip repetitive navigation links and avoid using small links as mouse users with limited fine motor control may have difficulty pointing and clicking on links that are small, especially if the links are close to each other. Make sure that the images used for the links are reasonably large, preferably 16 pixels by 16 pixels or more. Use standard or larger font sizes for text links and avoid using text links under 4 characters. Avoid placing small links close together. Finally, make sure that links to the same page (for example, "Go to top of page") move keyboard focus as well as screen focus.
Forms - Provide labels or titles for all form fields. Use an element whenever possible to identify the label for each form field. Make sure the form fields are in logical tab order. Avoid placing focusable text (text that does not receive focus when a user cycles through form fields) between form fields, provide captions for form field groups, and ensure that the text in the fields form can be enlarged. Data Tables - Identify a header cell for each column and row in simple data tables. Identify relationships in complex data tables using the id and headers attributes.
Provide summary attributes (name and, optionally, a brief description of the contents and structure of a table) for the data tables. Frames - Provide concise, unique, and understandable titles for HTML frames and iframes.Scripts - Make sure that scripted functions are usable with assistive technologies. Whenever scripts are used, it is the responsibility of the page developer to thoroughly test using assistive technology to ensure that all information and functionality is accessible. Script features that are purely decorative and do not present any meaningful information or functionality do not need to be made accessible. Make sure meaningful interactions can be done with keyboard and mouse. Avoid scripts that change focus unexpectedly.
Avoid creating scripts to change the content of a web page in unexpected ways.Embedded objects - Use accessible embedded objects (that is, non-HTML technologies, such as Java and Flash, which can be embedded in web pages) whenever possible. Downloadable Objects - Provide accessible HTML or text versions of non-accessible downloadable documents where possible. Calendar - Inform users of time limits and provide a way to extend the time if possible.
Layout - When using tables or a style for the layout, make sure the reading order makes sense. Avoid horizontal scrolling. Page Content - Use the clearest, simplest, and most concise language appropriate to the topic of a page. Alternative accessible versions - Use separate accessible or text-only versions of content only as a last resort. Contact Information - Provide contact information so people with disabilities can report accessibility issues or request information in another accessible format.Test - Accessibility test. Use an automated testing tool to identify common accessibility issues. If possible, do some user testing.__Learn about other US state accessibility laws Click on the map below to learn more about closed captioning and web accessibility laws in other states.
The full set of website accessibility standards for state agencies in Maine can be found at Maine.gov.WCAG standardlike other states, Maine's Web Accessibility Policy makes extensive reference to the universal standard: Web Content Accessibility Guidelines (WCAG 2.0).Below is an abbreviated list of necessary Last Database criteria for websites. For clarity on each item, visit For Maine's Complete Web Usability and Accessibility Policy. Coding - A valid code is the basis of accessibility. Screen readers and other assistive technologies interpret and interact most reliably with web pages designed using valid standard code.
Text - Whenever possible, use actual text instead of text images. Cascading Style Sheets (CSS) can be used to achieve specific sizes, colors, or effects. Texts requiring exact formatting, such as logos and / or other branding elements, are appropriate exceptions. Colors - Do not communicate information in color only. Users with blindness, limited vision, or color blindness may miss information presented with color. Images - Provide appropriate “alt text” for all images. Because blind people cannot perceive the information presented in the images, the screen reader software reads the alt text instead. Image Cards - Just as images should have alt text, each area of an image card (that is, an image with multiple hyperlinks) should also have appropriate alt text to use when the image does not work. is not displayed. Audio - Do not transmit information only with sound. Whenever important information is provided by sound, include a visual indicator that also provides the same information. Provide text transcripts for audio containing speech when provided to the public and / or made available to employees. Multimedia (video / audio) - 1)Provide synchronized captions for all multimedia containing essential aural information when provided to the public and / or made available to employees. Multimedia generally refers to recorded or live media that contains both video and audio tracks. Multimedia (video / audio) - 1)Provide synchronized captions for all multimedia containing essential aural information when provided to the public and / or made available to employees. Multimedia generally refers to recorded or live media that contains both video and audio tracks. Multimedia (video / audio) - 1)Provide synchronized captions for all multimedia containing essential aural information when provided to the public and / or made available to employees. Multimedia generally refers to recorded or live media that contains both video and audio tracks.
Subtitles are essentially a textual transcription of the audio synchronized with the audio / video tracks in the presentation. Whenever possible, video should be published using accessible resources provided by the Maine State Media Gallery. Third-party video services, such as YouTube, are permitted but are required to post content with synchronized captions that have been manually assessed for accuracy and, if necessary,2) Provide audio descriptions for all multimedia that contains essential visual information when provided to the public and / or made available to employees. Audio descriptions are only needed if important information presented visually is not discernible from the dialogue or the audio track.
Many speech-intensive events, such as speeches, lectures, or lectures, do not contain essential video and, therefore, do not need audio description. When necessary, audio descriptions are usually best implemented by a professional “audio descriptor”.Animation - Provides a way to pause any moving, flashing, scrolling, or updating information automatically. Avoid animations and movements unless they provide information. If animation is used, provide a way to pause animation. Do not include content that flashes faster than 3 times per second. Blinking faster than 3 times per second can trigger epileptic seizures. Connections- Make sure the links are understandable out of context. A link is understandable out of context when it clearly indicates its destination or function without requiring additional information.
Screen reader users often “tab” links (switch links by pressing the Tab key) in order to “scan” a page. Most screen readers also offer a "link list" feature to speed up the process of navigating to specific links. Links that are not understandable out of context, such as "click here" or "more", make these techniques much less effective. Some screen readers can be configured to read the attributes of the link title instead of the link text, however, most currently only read the default link text. Use clear, unambiguous link text. The link text should generally match the title of the page the link points to.
Make sure that links that point to the same URL use the same link text and that links that point to different URLs use different link text. Provide a way to skip repetitive navigation links and avoid using small links as mouse users with limited fine motor control may have difficulty pointing and clicking on links that are small, especially if the links are close to each other. Make sure that the images used for the links are reasonably large, preferably 16 pixels by 16 pixels or more. Use standard or larger font sizes for text links and avoid using text links under 4 characters. Avoid placing small links close together. Finally, make sure that links to the same page (for example, "Go to top of page") move keyboard focus as well as screen focus.
Forms - Provide labels or titles for all form fields. Use an element whenever possible to identify the label for each form field. Make sure the form fields are in logical tab order. Avoid placing focusable text (text that does not receive focus when a user cycles through form fields) between form fields, provide captions for form field groups, and ensure that the text in the fields form can be enlarged. Data Tables - Identify a header cell for each column and row in simple data tables. Identify relationships in complex data tables using the id and headers attributes.
Provide summary attributes (name and, optionally, a brief description of the contents and structure of a table) for the data tables. Frames - Provide concise, unique, and understandable titles for HTML frames and iframes.Scripts - Make sure that scripted functions are usable with assistive technologies. Whenever scripts are used, it is the responsibility of the page developer to thoroughly test using assistive technology to ensure that all information and functionality is accessible. Script features that are purely decorative and do not present any meaningful information or functionality do not need to be made accessible. Make sure meaningful interactions can be done with keyboard and mouse. Avoid scripts that change focus unexpectedly.
Avoid creating scripts to change the content of a web page in unexpected ways.Embedded objects - Use accessible embedded objects (that is, non-HTML technologies, such as Java and Flash, which can be embedded in web pages) whenever possible. Downloadable Objects - Provide accessible HTML or text versions of non-accessible downloadable documents where possible. Calendar - Inform users of time limits and provide a way to extend the time if possible.
Layout - When using tables or a style for the layout, make sure the reading order makes sense. Avoid horizontal scrolling. Page Content - Use the clearest, simplest, and most concise language appropriate to the topic of a page. Alternative accessible versions - Use separate accessible or text-only versions of content only as a last resort. Contact Information - Provide contact information so people with disabilities can report accessibility issues or request information in another accessible format.Test - Accessibility test. Use an automated testing tool to identify common accessibility issues. If possible, do some user testing.__Learn about other US state accessibility laws Click on the map below to learn more about closed captioning and web accessibility laws in other states.