People with disabilities can use websites and web tools
when they are properly designed. However, currently many sites
and tools are developed with accessibility barriers that make it
difficult or impossible for some people to use them.
The absence of an alternative text is the classic example.
Sites and tools with images should include equivalent alternative
text in the markup/code.
If an alternative text is not provided for images, the image
information is inaccessible, for example, to people who cannot see
and have to use a screen reader that reads aloud the information on
a page, including the alternative text for the visual image.
When an equivalent alternative text is presented, in HTML
format, for example, information is available to everyone to people
who are blind, as well as to people who turned off images on their
mobile phone to lower bandwidth charges, people in a rural area
with low bandwidth who turned off images to speed download, and
others. It is also available to technologies that cannot see the image,
such as search engines.
Another example of barrier is the lack of keyboard input.
Some people cannot use a mouse, including many elderly users with
limited fine motor control. An accessible website does not rely on
the mouse; it provides all functionality via a keyboard.
Just as images are not available to people who cannot see,
audio files are not available to people who cannot hear. Providing
a text transcript makes the audio information accessible to people
who are deaf or hard of hearing.
It is easy and relatively inexpensive for website developers
to provide transcripts for podcasts and audio files. There are also
transcription services that create text transcripts in HTML format.
Most of the basics of accessibility are even easier and less
expensive than providing transcripts. However, the proper
techniques are poorly integrated into some web tools, education,
and development processes.
Internet:
Judge the following items according to the text above.
Considering the text 6A4AAA, judge the following item.
The research on intangible heritage started only in the 21st century as the result of international negotiation.
Decide whether the following statements are right (C) or wrong (E) according to text I.
For the authors, the changes brought about by new communications technologies are affecting the essence of diplomacy as never before.
Decide whether the following statements are right (C) or wrong (E) according to text IV.
It can be said from the text that to British ears, contemporary American accents belie declining grammar standards in America as compared to Colonial times.
Based on the ideas and linguistic aspects of the text above, judge the item below.
In the fragment “in countries like Australia, Canada, the United States and Great Britain" (R. 29 and 30) “like" can be correctly replaced with such.
Based on the ideas and linguistic aspects of the text above, judge the item below.
In the fragment “a unique status" (R.25), the use of the article “a" can be explained by the sound of the semivowel at the beginning of “unique".
Concerning the previous text and its linguistic aspects, judge the following item.
The subject of the verbal form “is", in the fragment “is an example of such globalization" (R. 6 and 7), is “English" (R.4).
Considering the grammatical and semantic aspects of text IV, decide whether the following items are right (C) or wrong (E).
Using based on instead of “on the basis of” (L.31) would not alter the general meaning of the sentence.
In the text CB3A1AAA,
Based on the ideas and linguistic aspects of the text above, judge the item below.
In the fragment “English teachers, therefore, need to appreciate the special status English has" (R. 9 and 10), “appreciate" means like or enjoy.
