创建输出流提示拒绝访问
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Did you know that in France, people with a disability are given free admission to the famous art gallery, the Louvre.
您是否知道在法国，残疾人可以免费进入著名的卢浮宫美术馆。
While online content is rarely as mesmerising as the Mona Lisa, many government departments are now required to provide accessible online content to internal staff and the public.
尽管在线内容很少像《蒙娜丽莎》那样令人着迷，但现在许多政府部门被要求向内部人员和公众提供可访问的在线内容。
But what does that really mean?
但这到底是什么意思？
Accessible online content should be available and understandable to anyone—regardless of physical, visual, auditory or mental impairment, or language proficiency.
无论身体，视觉，听觉或精神上的障碍或语言能力如何，任何人都应该可以访问并理解可访问的在线内容。
The reported percentages of users with disability only marginally differ across the globe. The Australian Bureau of Statistics (ABS) records that 1 in 5 people reported that they had a disability. In the USA this figure is 12.1 per cent, and in the UK almost 1 in 5 people (19%) have a disability.
报告的残疾用户百分比在全球范围内仅存在微小差异。 澳大利亚统计局(ABS)记录称，每5人中就有1人报告说他们有残疾。 在美国，这一数字为12.1％，在英国，近五分之一的人(19％)有残疾。
Convert those percentages into people and we are talking about literally millions of users.
将这些百分比转化为人们，我们实际上是在谈论数百万的用户。
But how many of these disabilities affect your department's staff when using a computer to do a task like accounts receivable? Or how many people in your public audience need a screen reader to use a claims portal?
但是，在使用计算机执行诸如应收账款之类的任务时，其中有多少残疾会影响您部门的员工？ 还是您的公众听众中有多少人需要屏幕阅读器才能使用声明门户？
Even if the answer turned out to be one out of 10,000, that person has as much right as anyone else to learn how to use the software/services being offered.
即使答案是万分之一，该人也拥有与其他人一样的权利，才能学习如何使用所提供的软件/服务。
While this article will be useful for developers, I particularly want to talk to the 'project stakeholders' – the people who drive these projects – about what to think about when contracting someone to design and build your eLearning course.
尽管这篇文章对开发人员很有用，但我特别想与“项目利益相关者”(推动这些项目的人们)讨论在与某人签约以设计和构建您的电子学习课程时的思考方式。
eLearning is simply the delivery of learning content on a computer/tablet/smartphone via a series of screens or ‘slides’— viewable at any time rather than scheduled in a classroom. Some eLearning has embedded short video clips (eg person speaking, or screen recording of an application), interactive activities such as entering words into sentences and can also include assessment like multiple choice quizzes that provide instant feedback.
电子学习就是通过一系列屏幕或“幻灯片”在计算机/平板电脑/智能手机上交付学习内容，这些屏幕或“幻灯片”可随时查看而不是在教室中安排。 一些电子教学嵌入了短片(例如，人的讲话或应用程序的屏幕录制)，交互式活动(例如，将单词输入句子)，还可以包括评估(如提供即时反馈的多项选择测验)。
Organisations commonly use eLearning for training because it is available at any time and can be delivered to hundreds and thousands of people.
组织通常使用eLearning进行培训，因为它随时可用，并且可以交付给成千上万的人。
Many universities offer eLearning for some course units. eLearning can get funky too, with competitive game elements such as the Till Training Game designed for McDonalds employees (by City and Guilds Kineo).
许多大学为某些课程单元提供电子学习。 通过具有竞争性的游戏元素，例如为麦当劳员工设计的“ 耕种培训游戏” (由City和Guilds Kineo设计)，电子学习也可以变得时髦。
Let's not dance around it: Accessible eLearning takes longer to design and develop and therefore costs more. The higher the accessibility level you seek, the more time and effort it is to achieve a 'pass'.
我们不要绕着它跳舞：无障碍电子学习需要更长的设计和开发时间，因此成本更高。 您寻求的可访问性级别越高，获得“通过”的时间和精力就越多。
Invariably extra time will be required to:
不可避免地需要额外的时间来：
run each page through an accessibility checker (such as the WAVE tool shown below) 通过可访问性检查器(如下面所示的WAVE工具)运行每个页面 test with a screen reader, 使用屏幕阅读器进行测试 write effective transcripts for video, 为视频撰写有效的成绩单， write useful and detailed ALT attributes for charts and, 为图表编写有用且详细的ALT属性， include file size descriptions for downloads. 包括下载文件的大小说明。While there is some level of automation available, to accurately test accessibility compliance, manual checking is mandatory. How much longer accessible eLearning design and development takes depends on your eLearning provider: experienced vendors will already well-established processes in place staffed with trained personnel already familiar with the success criteria and even perhaps reusable framework elements already designed for accessibility. This is a big advantage.
虽然可以使用某种程度的自动化，但是要准确测试可访问性是否符合要求，必须进行手动检查。 可访问的eLearning设计和开发所需的时间长短取决于您的eLearning提供商：经验丰富的供应商将已经建立完善的流程，并配备了已经熟悉成功标准甚至可能已经设计用于可访问性的可重用框架元素的训练有素的人员。 这是一个很大的优势。
Unfortunately there is no magic 'one-click' button for converting existing eLearning content into accessible eLearning content — especially if the original output is Flash-based (as is often the case).
不幸的是，没有神奇的“一键式”按钮可以将现有的电子学习内容转换为可访问的电子学习内容，尤其是在原始输出基于Flash的情况下(通常如此)。
The 'conversion' time depends on factors such as base code, level of interactivity, presence of audio and video. Sure, there are definitely some quick wins, like providing ALT attributes to images, but if you have five-minute long videos with audio and animation, you have some work to do.
“转换”时间取决于诸如基本代码，交互程度，音频和视频的存在等因素。 当然，肯定会有一些捷径，例如为图像提供ALT属性，但是如果您有五分钟长的带有音频和动画的视频，则需要做一些工作。
There are many other potential access issues to consider. For instance:
还有许多其他潜在的访问问题需要考虑。 例如：
Does the content rely on drag and drop interactions? 内容是否依赖拖放交互？ Is important and relevant content text embedded within images? 重要且相关的内容文本是否嵌入图像中？The truth is, often it may be more efficient to rebuild the course from the ground up using different eLearning authoring software and techniques than trying to retro-fit accessibility into older course materials.
事实是，使用不同的eLearning创作软件和技术从头开始重建课程通常比尝试将可访问性重新适应旧课程材料更有效。
The core content of your eLearning will either be soft skills (e.g. about behaviour change or knowledge building), software skills (e.g. how to use Microsoft Word 2010, or an SAP module) or action-based (e.g. how to use a fire extinguisher).
电子学习的核心内容将是软技能(例如，有关行为改变或知识积累)，软件技能(例如，如何使用Microsoft Word 2010或SAP模块)或基于操作的知识(例如，如何使用灭火器) 。
The type of eLearning affects the approach to accessibility. For software skills based eLearning there are some extra things to consider:
电子学习的类型会影响可访问性的方法。 对于基于软件技能的在线学习，需要考虑一些额外的事项：
‘Test’ simulations are inherently inaccessible because describing what is happening on the screen and giving instructions (as per WCAG 2.0 success criterion 3.3.2) is effectively 'giving away' the answer. A ‘test’ simulation within system training is a series of pre-recorded steps whereby the user needs to select/enter the correct sequence on the screen to pass. “测试”模拟本质上是无法访问的，因为描述屏幕上正在发生的事情并给出指示(根据WCAG 2.0成功标准3.3.2)有效地“给出了”答案。 系统培训中的“测试”模拟是一系列预先记录的步骤，用户需要在屏幕上选择/输入正确的顺序以通过。 Some eLearning software provides more accessible output than others. An eLearning screen that is exported as built-in Flash is not 100% accessible, whereas HTML-based output often can be. Also, keep in mind that just because the eLearning software says it is section 508 compliant (USA federal government accessibility requirements), it does not necessarily equate to WCAG 2.0 compliance. 某些电子学习软件提供的输出比其他软件更多。 不能100％访问作为内置Flash导出的电子学习屏幕，而通常可以基于HTML的输出。 另外，请记住，仅因为电子学习软件说它符合第508条(美国联邦政府可访问性要求)，但不一定等同于WCAG 2.0。 Even if the software does meet AA standards, it does not mean the eLearning output as a course you receive will be AA accessible. Instructional design, the Learning Management System setup and your Standard Operating Environment all have an impact. 即使软件确实符合AA标准，也并不意味着您可以通过AA访问您所学课程的电子学习输出。 教学设计，学习管理系统设置和您的标准操作环境都会产生影响。Regardless of the type of eLearning, your best approach for an accessible eLearning course is to start from the beginning knowing the accessibility level required, who your learners are and their learning needs.
无论电子学习的类型如何，您无障碍电子学习课程的最佳方法是从一开始就知道所需的可访问性级别，学习者是谁以及他们的学习需求。
Just because the end solution is not 100% accessible doesn't necessarily mean it's an automatic fail—indeed it can be extremely difficult to achieve 100%.
仅仅因为最终解决方案不是100％可访问的 ，并不一定意味着它是自动失败的—实际上，实现100％可能非常困难。
But you should still make every possible effort to get as close as possible; so long as you provide an alternative means of accessing the learning, then all is OK.
但是，您仍应尽一切可能使自己尽可能接近。 只要您提供访问学习内容的替代方法，就可以了。
Often users identified as having an impairment that prevents them from undertaking learning effectively can instead receive one-on-one training or a full transcript document. You can notify them of this via communications channels or via the eLearning accessibility statement (normally included as a part of your training course), as you or the provider can create via the accessibility statement generator (http://www.accessibilitystatementgenerator.com).
通常，被识别为有障碍从而无法有效学习的用户可以接受一对一培训或完整的成绩单文件。 您可以通过通信渠道或通过eLearning辅助功能声明(通常包含在培训课程中)来通知他们，因为您或提供者可以通过辅助功能声明生成器( http://www.accessibilitystatementgenerator.com )创建。
Be aware that in many countries there are now legal repercussions for having online content such as eLearning that is not WCAG 2.0 AA compliant. Section 508 and the Australian Disability Discrimination Act 1992 are good examples of this.
请注意，在许多国家/地区，在线内容(例如不支持WCAG 2.0 AA的电子学习)存在法律上的影响。 508节和《 1992年澳大利亚残疾歧视法》就是很好的例子。
However, as long as you have a strategy in place to effectively train those learners who are unable to access the eLearning then you have met your responsibilities.
但是，只要您有适当的策略来有效培训那些无法访问电子学习的学习者，那么您就已经履行了职责。
It is possible to get an exemption from meeting success criteria for certain eLearning situations. For example, eLearning about software that is itself not accessible to even Level A, or if the job role that would undertake the eLearning cannot have any impairments.
对于某些电子学习情况，可以免除满足成功标准的要求。 例如，关于甚至无法通过A级学习的软件本身的电子学习，或者承担电子学习的工作角色不会受到任何损害。
As a real-life example, an eLearning course on how to use an aircraft maintenance software application did not need to be level AA accessible, as the audience must not have any impairment that would affect their ability to undertake their job–and by extension the eLearning.
举一个现实的例子，有关如何使用飞机维修软件应用程序的电子学习课程无需达到AA级，因为听众不得有任何会影响他们从事工作的能力的障碍，因此，电子学习。
For most eLearning projects though, you need to ensure that whoever builds it understands and follows WCAG 2.0 AA (https://www.w3.org/TR/WCAG20/) success criteria wherever possible.
但是，对于大多数电子学习项目，您都需要确保无论构建它的人都了解并遵循WCAG 2.0 AA( https://www.w3.org/TR/WCAG20/ )的成功标准。
Where possible, ask to see examples of level AA accessible eLearning they have done before, and run the HTML through an accessibility checker. Fundamental errors such as missing ALT attributes and missing 'skip navigation' links indicate that the provider may have a low capability in accessibility.
在可能的情况下，要求查看他们之前完成的AA级可访问电子学习示例，并通过可访问性检查器运行HTML。 基本错误(例如缺少ALT属性和缺少“跳过导航”链接)表明提供程序的可访问性可能较低。
You can also ask the eLearning provider some curly questions to determine their level of awareness, like "What is your approach to accessibility for online outputs?" Those who know their stuff will mention things such as testing through an accessibility checker, interface colour contrast ratios, instructional design rules, accessible interactions, creating video transcripts that also include on-screen actions, and alternative learning strategy for those elements that do not meet the success criteria.
您还可以向电子学习提供商询问一些卷曲的问题，以确定他们的认知水平，例如“ 您对在线输出的可访问性采用什么方法？ ”那些知道他们的知识的人会提到诸如通过可访问性检查器进行测试，界面颜色对比度之类的内容。 ，教学设计规则，可访问的交互，创建还包括屏幕上的动作的视频成绩单以及针对不符合成功标准的那些元素的替代学习策略。
Requesting testimonials, accreditations, recommended compliance levels, how they train their staff, and how they test internally for compliance will also reveal their suitability for your project.
请求证明，认证，推荐的合规水平，他们如何培训员工以及如何在内部测试合规性也将揭示其对您的项目的适用性。
After the provider has done the work, how do you know they provided level AA accessible eLearning? You could view the page with the style sheets turned off to see if the content is in correct reading order. You could also run a few pages through an online accessibility checker (such as http://wave.webaim.org/), but that only covers a certain amount of potential errors.
提供者完成工作后，您如何知道他们提供了AA级可访问的电子学习？ 您可以关闭样式表来查看页面，以查看内容是否按正确的阅读顺序排列。 您也可以通过在线可访问性检查器(例如http://wave.webaim.org/ )运行几页，但这仅涵盖了一定数量的潜在错误。
To be absolutely sure you would need to hire a professional service to do an accessibility audit. How much this costs (think thousands not hundreds of dollars) depends on whether the eLearning has audio and video, how many screens it has and the level of interactivity.
绝对可以确定，您将需要聘请专业服务来进行可访问性审核。 该费用多少(想想几千而不是几百美元)取决于电子教学是否具有音频和视频，其具有多少屏幕以及交互程度。
At the end of that you'd receive a report with a full breakdown of what needs to be fixed to make it accessible. Some places such as Australian accessibility experts AccessibilityOz can even fix it up for you, and they have testers with disabilities who can give a more meaningful assessment.
最后，您会收到一份报告，其中包含需要修复的内容的完整细分，以使其可访问。 诸如澳大利亚可访问性专家AccessibilityOz之类的某些地方甚至可以为您修复它，并且他们有残疾测试人员可以提供更有意义的评估。
As a project sponsor, you don't need to know all the details about how to make eLearning accessible, but you owe it to your learners to make sure the eLearning provider does. Ask questions, ask for evidence and seek experienced providers. And always have an alternative to the eLearning as a means of training and make that known to the eLearning's audience.
作为项目的发起人，您不需要了解有关如何使电子教学变得无所不包的所有详细信息，但是您应将其归功于您的学习者，以确保电子教学提供商能够做到。 提出问题，寻求证据并寻找经验丰富的提供者。 始终有替代电子学习的培训手段，并将其告知电子学习的听众。
WCAG 2.0 Web Content Accessibility Guidelines. WCAG 2.0 says that content should be 'perceivable', 'operable', 'understandable' and 'robust' (POUR). Under these four principles are 12 guidelines, which each have specific success criteria.
WCAG 2.0 Web内容可访问性指南。 WCAG 2.0表示内容应该是“可感知的”，“可操作的”，“可理解的”和“健壮的”(POUR)。 在这四个原则下，有12条准则，每条准则都有特定的成功标准。
*Level AA * WCAG 1.0 and 2.0 use a three-level rating system to identify the level of accessibility. In WCAG 2.0, level Single A (A) is the most basic, moving through Double A (AA) and Triple A (AAA). Triple A is the most technically difficult level, but is also considered to provide the most accessible environment for a wider range of users. Level AA guidelines are ones that Web developers should satisfy, otherwise some groups will find it difficult to access online content.
* AA级* WCAG 1.0和2.0使用三级评分系统来确定可访问性级别。 在WCAG 2.0中，单A(A)级别是最基本的级别，它通过Double A(AA)和Triple A(AAA)。 Triple A是技术上最困难的级别，但也被认为为更广泛的用户提供了最易访问的环境。 AA级别的准则是Web开发人员应该满足的准则，否则某些小组会发现很难访问在线内容。
AccessibilityOz: have factsheets and checklists for techies, managers and content writers. See their website at http://wiki.accessibilityoz.com.au/doku.php/checklists/start http://wiki.accessibilityoz.com.au/doku.php/checklists/start. Special thanks for their assistance with this article go to Gian Wild; Director of AccessibilityOz, Chris Foster, Multimedia Team lead at a training provider consultancy; and Alex Walker from SitePoint.
AccessibilityOz：为技术人员，管理人员和内容撰写者提供情况说明书和清单。 请访问其网站， 网址为http://wiki.accessibilityoz.com.au/doku.php/checklists/start http://wiki.accessibilityoz.com.au/doku.php/checklists/start 。 特别感谢您对本文的帮助，请访问Gian Wild； AccessibilityOz主管，多媒体团队的Chris Foster担任培训提供者咨询公司的负责人； 和SitePoint的Alex Walker。
翻译自: https://www.sitepoint.com/tips-making-accessible-elearning/
创建输出流提示拒绝访问
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