The WCAG has three levels of standards A, AA, and AAA. At Amex we aim for WCAG 2.1 A and AA standard with 11 additional AAA. On this page we will cover WCAG’s four principles and illustrate some of the most important standards (including the 11 AAA) to watch out for when making sure your experiences comply with WCAG accessibility guidelines.
Although the DLS provides accessible components, we can’t guarantee that by using DLS your experiences will be accessible. Accessible websites need to provide logical hierarchy, keyboard navigation, and many other inclusive patterns. By using WCAG 2.1 as your guide, you are setting up your product to be inclusive and provide an experience for all.
For a comprehensive overview of Amex success criteria, including market specifics, check our digital accessibility policy AENB77 and TECH06.26
For further details on how to interpret the standards check out the quick reference guide “How to meet WCAG2.1”.
WCAG base their guidelines and success criteria around 4 principles: perceivable, operable, understandable, and robust. The four principles lay a foundation necessary for anyone to access and use web content.
As you read through the principles, consider how this relates to your product and user journeys. When prioritising accessibility work, question what will make the difference between someone using your product or going to a competitor.
Can users perceive the content? For example, an experience that relies on a user’s sense of sight will not be perceivable to those with limited or no ability to see. Offer alternative ways of perceiving information and user interface components. Keep in mind that many assistive technologies, such as screen readers and closed captioning, can interpret text in a way meaningful to their users.
Tips:
Here are some of the most important perceivable standards to watch out for when making sure your experiences comply with the latest WCAG accessibility guidelines. For a comprehensive overview, check out the quick reference guide for “How to meet WCAG 2” and our Digital accessibility policy.
Text Alternatives
Most accessibility devices rely on text to turn in to audio or braille
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 1.1.1 | Non-text content (w3.org) | A |
|
Example - Provide text alternatives for non-text content
<button
class="glyph dls-glyph-close"
aria-label="Close"
></button>
Do this
<button
class="glyph dls-glyph-close
></button>
Not this
Time Based media
Provide text and audio description for non-live multimedia.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 1.2.1 | Prerecorded Audio-only and Video-only (w3.org) | A |
|
| 1.2.2 | Captions (Prerecorded) (w3.org) | A | For non-live, web-based video, provide synchronized captions. |
| 1.2.3 | Audio Description or Media Alternative (Prerecorded) (w3.org) | AA | For non-live, web-based video, provide a descriptive text transcript OR audio description audio track. |
| 1.2.4 | Captions (Live) (w3.org) | AA | For web-based content containing audio, such as podcasts, broadcasts, and MP3s, provide synchronized captions for all live multimedia. |
| 1.2.5 | Audio Description (w3.org) | AA | For non-live, web-based video, provide audio description for video that conveys content visually when it's not in the default audio track. |
Adaptable
Build alternative ways of presenting content into markup, labels, navigation and instructions.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 1.3.1 | Info and Relationships (w3.org) | A |
|
| 1.3.2 | Meaningful Sequence (w3.org) | A | Make the reading and navigation order (determined by code order) logical and intuitive. |
| 1.3.3 | Sensory Characteristics (w3.org) | A | Don't use instructions that rely upon sound (e.g., "A beeping sound indicates you may continue"). |
| 1.3.6 | Identify Purpose (w3.org) | AAA | Use semantics or metadata to provide the purpose of icons, regions, and components (such as buttons, links, and fields) so that user agents can determine the purpose. This is similar to adding role information but instead of providing information about what a UI component is (such as an image) it provides information about what a component represents (such as a link to the homepage). |
Distinguishable
Be aware of how color, contrast, and text size affect accessibility.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 1.4.1 | Use of Color (w3.org) | A | Don't use color as the only method of conveying content or distinguishing visual elements. |
| 1.4.2 | Audio control (w3.org) | A | Use a mechanism to stop, pause, mute, or adjust volume for audio that automatically plays on a page for more than 3 seconds. |
| 1.4.3 | Contrast (minimum) (w3.org) | AA |
|
| 1.4.4 | Resize Text (w3.org) | AA | Make sure the page is readable and functional when the text size is doubled. |
| 1.4.5 | Images of Text (w3.org) | AA | Don't use an image to present text if the same visual presentation can be made using text alone. |
| 1.4.10 | Reflow (w3.org) | AA |
Content can be presented without loss of information or functionality, and without requiring scrolling in two dimensions for:
|
| 1.4.11 | Non-text Contrast (w3.org) | AA | User interface components (with the exception on inactive components) and graphical objects that are required to understand content must have a contrast ratio of at least 3:1 against adjacent color(s). |
Example - Text Color Contrast
Typography must adhere to WCAG 2.1 guidelines level AA, which requires a contrast ratio of at least 4.5:1 for text and 3:1 for large-scale text. For more details on of text styling and color accessibility read our Color accessibility blog.
User interface components and navigation must be operable. Can users use the UI components and navigate the content? For example, someone who can’t use a mouse or touch screen will be unable to interact with a component that requires a hover interaction. Always offer alternative methods.
Tips:
Here are some of the most important operable standards to watch out for when making sure your experiences comply with the latest WCAG accessibility guidelines. For a comprehensive overview, check out the quick reference guide for “How to meet WCAG 2” and our Digital accessibility policy.
Keyboard Accessible
Card Members should be able to operate everything using just a keyboard.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 2.1.1 | Keyboard (w3.org) | A |
|
| 2.1.2 | No Keyboard Trap (w3.org) | A | Don't lock or trap the keyboard focus at one page element. Users should be able to navigate to and from all navigable page elements using only a keyboard. |
| 2.1.3 | Keyboard (No Exception) (w3.org) | AAA | Make sure all content is operable from the keyboard. |
Enough Time
Provide users with the time they need to read and use content.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 2.2.1 | Timing Adjustable (w3.org) | A | Give users the option to turn off, adjust or extend the time limit on a page or application. This is not a requirement for real-time events, where the time limit is absolutely required, or if the time limit is longer than 20 hours. |
| 2.2.2 | Pause, Stop, Hide (w3.org) | A |
|
Example - Give users enough time to read and use content
Seizure Avoidance
To avoid causing seizures, do not flash page content more than 3 times per second unless that flashing content is sufficiently small and the flashes are of low contrast and do not contain too much red.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 2.3.2 | Three Flashes (w3.org) | AAA | To help avoid seizures, make sure web pages do not contain anything that flashes more than three times in any one second period. |
| 2.3.3 | Animation From Interactions (w3.org) | AAA | Provide the ability for motion animation triggered by an interaction to be disabled, unless the animation is essential to the functionality or the information being conveyed. |
Navigable
Users should easily be able to find content and navigate the site.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 2.4.1 | Bypass Blocks (w3.org) | A |
|
| 2.4.2 | Page Titled (w3.org) | A | Give the page a descriptive and informative page title. |
| 2.4.3 | Focus Order (w3.org) | A | Make the navigation order of links, form elements, etc., logical and intuitive. |
| 2.4.5 | Multiple Ways (w3.org) | A | Provide multiple ways to find other pages on the site — including at least two of: a list of related pages, table of contents, site map, site search, or list of all available pages. |
| 2.4.6 | Headings and Labels (w3.org) | A | Make page headings and labels for form and interactive controls informative. Avoid duplicating heading (e.g., "More Details") or label text (e.g., "First Name") unless the structure provides adequate differentiation between them. |
| 2.4.7 | Focus Visible (w3.org) | A | Make visually apparent which page element has the current focus (i.e., as a Customer tabs through the page, they can see where they are). |
| 2.4.9 | Link Purpose (Link Only) (w3.org) | AAA | Give descriptive link names so the purpose of each link to be identified from link text alone. |
| 2.4.10 | Section Headings (w3.org) | AAA |
Section headings are used to organize page content. Note: "Heading" is used in its general sense and includes titles and other ways to add a heading to different types of content. |
Example - Don’t use non-focusable html elements as actionable elements
<button>Do something</button>
Do this
<div tabindex='1'>Do something</div>
Not this
Example - Don’t use CSS for logical/meaningful ordering
<ul>
<li>Step 1</li>
<li>Step 2</li>
</ul>
Do this
<ul style="display: flex">
<li style="flex-order: 2;">Step 2<li>
<li style="flex-order: 1;">Step 1<li>
</ul>
Not this
Example - Provide correct headings h1, h2, h3
<h1>Page Header</h1>
<h2>Section Header</h2>
<h3>Subsection Header</h3>
Do this
<h1>Page Header</h1>
<h1>Large Text</h1>
Not this
Input Modalities
Make it easier for users to operate functionality through various inputs including keyboard.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 2.5.5 | Target Size (w3.org) | AAA |
Target Size for inputs needs to be at least 44 by 44 CSS pixels except when:
|
| 2.5.6 | Concurrent Input Mechanisms (w3.org) | AAA | Make sure you do not restrict input type. Users may use a combination of mechanisms such as a keyboard or keyboard-like interfaces and pointer devices like a mouse, stylus or touchscreen. |
Example - Touch targets
Touch targets are the parts of the screen that respond to user input. They extend beyond the visual bounds of an element. For example, an icon may appear to be 28x28px, but the padding surrounding it is actually 44x44px providing an appropriate touch target.
The information you provide and the operation of the user interface must be understandable. Can users understand the content? Can users understand the interface, and is it consistent enough to avoid confusion? By using DLS components and guidelines, you help provide a consistent experience to the customer.
If you want to read more into cognitive and learning disabilities, check out Techniques for The Cognitive and Learning Disabilities Accessibility Task Force (COGA) (w3c.github.io)
Tips:
Here are some of the most important understandable standards to watch out for when making sure your experiences comply with the latest WCAG accessibility guidelines. For a comprehensive overview, check out the quick reference guide for “How to meet WCAG 2” and our Digital accessibility policy.
Readable
Make sure text content is understandable
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 3.1.1 | Language of Page (w3.org) | A | Identify the page's language using the HTML lang attribute, for example <html lang="en"> or using BCP47 code for pronunciation differences <html lang="en-US">. |
| 3.1.2 | Language of Parts (w3.org) | AA | Identify the language of sections of content that are a different language — for example, by using the lang attribute <blockquote lang="en"> or using BCP47 code for pronunciation differences <blockquote lang="en-GB"> |
Predictable
Users should know what to expect as they navigate through a journey.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 3.2.1 - 3.2.2 | On Focus (w3.org) and On Input (w3.org) | A | When a user focuses on a page element, inputs information or interacts with a control, do not substantially change the page, create a pop-up window, change the keyboard focus, or create any other change that could cause disorientation unless the user is informed of the change ahead of time. |
| 3.2.3 | Consistent Navigation (w3.org) | AA | Do not change the order of navigation links that are repeated on pages when users navigate the site. |
| 3.2.4 | Consistent Identification (w3.org) | A | Consistently identify elements that have the same functionality across multiple pages. For example, a search box at the top of the site should always be labeled the same way, or an icon button should always be used for the same action throughout a website. |
| 3.2.5 | Change on Request (w3.org) | AAA | To avoid potential confusion that may be caused by unexpected changes of context, such as automatic launching of new windows. Changes of context should be initiated only by user request or provide mechanism to turn off changes. |
Input Assistance
Help a user to provide accurate information by clearly identifying errors and suggesting how to fix them, as well as verifying changes and making them reversible, if possible.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 3.3.1 | Error Identification (w3.org) | A | When an input error is detected, the errored item is identified and the error is described to the user in text. |
| 3.3.2 | Labels or Instructions (w3.org) | A | Provide labels or instructions that identify the inputs in a form so that customers know what input data is expected, for example, "mm/dd/yyyy" or "dd/mm/yyyy". |
| 3.3.3 | Error Suggestion (w3.org) | AA | If an input error is detected (via client-side or server-side validation), provide suggestions for fixing the input in a timely and accessible manner. |
| 3.3.4 | Error Prevention (w3.org) | AA | If the users can change or delete legal, financial, or test data, show the changes/deletions as reversible, verified, or confirmed. |
| 3.3.5 | Help (w3.org) | AAA | Provide context-sensitive help when a label is not sufficient to describe all functionality. Context-sensitive help should be obvious to the user and they should be able to obtain it whenever they need it. |
| 3.3.6 | Error Prevention (All) (w3.org) | AAA |
For any web pages that ask users to submit information, at least one of the following is true:
|
Example - Help users avoid and correct mistakes
Password should contain at least one uppercase letter.
Password should contain at least one special character.
Password should contain at least 8 characters.
Content must be robust enough that it can be interpreted reliably by a wide variety of user agents (browsers), including assistive technologies. Robust standards aim to maximize compatibility with current and future users tools.
Tips:
Here are some of the most important robust standards to watch out for when making sure your experiences comply with the latest WCAG accessibility guidelines. For a comprehensive overview, check out the quick reference guide for “How to meet WCAG 2” and our Digital accessibility policy.
Compatible
Make content compatible with current and future assistive technologies.
| Guideline | Title | Level | Instructions |
|---|---|---|---|
| 4.1.1 | Parsing (w3.org) | A | Avoid significant HTML/XHTML validation/parsing errors. |
| 4.1.2 | Name, Role, Value (w3.org) | A | Use markup in a way that facilitates accessibility. Follow the HTML/XHTML specifications and use forms, form labels, frame titles, etc. appropriately. |