REFERENCE / THE NEXT GENERATION

Explore WCAG 3.0

The developing guidance, made easier to explore. Find a topic, understand the intent, and open the exact draft wording. Follow a practical review activity alongside each guideline.

W3C WORKING DRAFT

A direction in development.

10 September 2026 snapshot
Source checked 15 September 2026.

WCAG 3 is incomplete and can change. Use this page for learning and draft review. Continue using WCAG 2.2 for current technical evaluations.

Read the dated W3C draft →

A guide to the draft’s building blocks

This snapshot contains 12 topic categories, 46 guideline headings and 216 draft provisions. Every listed provision is at Developing status. Figure captions and Control text are headings without published provisions in this snapshot.

106

Core requirements

Proposed requirements for the draft’s conformance level.

74

Supplemental requirements

Proposed requirements that extend the core.

35

Assertions

Documented processes, such as review or usability testing.

1

Recommended practice

An advisory provision: a prominent way to return to the start.

Guideline summaries and the “Explore this guideline” activities are original A11y.mv learning material. Expand an entry for a W3C draft excerpt, including W3C’s own notes and examples; follow its source for definitions and context. Guideline numbers belong to this draft and are not WCAG 2.2 success-criterion numbers. Activity completion does not establish conformance.

FIND / READ / EXPLORE

The WCAG 3 draft reference

Understand the proposed model ↓

216 draft provisions across 46 guideline headings.

2.1 Images and media

GUIDELINE 2.1.1

Image alternatives

An image can explain something, carry out an action or simply decorate a page. Its text alternative should serve that purpose, while decoration should not interrupt assistive technology users.

Explore this guideline Original learning activity

Try a review activity

Choose an image in its real page context. Describe what a reader needs from it, then compare that purpose with the text exposed to assistive technology.

A concrete example

A link showing a printer has the name ‘Print this receipt’; the decorative border around it adds no announcement.

Explore the alt-text lab →

Read the W3C guideline

Core requirement DevelopingImages detectable

W3C draft excerpt · 10 September 2026

Non-decorative images are detectable.

Applies when content includes non-decorative images.

Core requirement DevelopingDecorative images hidden

W3C draft excerpt · 10 September 2026

Decorative images are programmatically hidden.

Core requirement DevelopingImage alternatives available

W3C draft excerpt · 10 September 2026

Text alternatives are available for non-decorative images.

Core requirement DevelopingImage alternatives equivalent

W3C draft excerpt · 10 September 2026

Text alternatives for non-decorative images convey the equivalent purpose to the image.

GUIDELINE 2.1.2

Figure captions

This snapshot includes a Figure captions guideline heading but no requirements yet. The topic can support discussion, but there is no draft test here to apply.

Explore this guideline Original learning activity

Try a review activity

Discuss what a reader learns from the caption below a photograph or chart, and how it relates to the image alternative. Treat the discussion as a design exercise.

A concrete example

A chart caption might explain the survey period while the text alternative identifies the chart and points to its detailed explanation.

Explore complex descriptions →

Read the W3C guideline

No published provisions under this heading in the 10 September 2026 snapshot. This is an open area of work, not an empty requirement to pass.

GUIDELINE 2.1.3

Non-text alternatives

Meaningful content can appear in forms other than ordinary text or images. An equivalent text description helps people understand it through the reading method they use.

Explore this guideline Original learning activity

Try a review activity

List meaningful non-text content in one task, such as a canvas diagram or an audio signal. Identify what each communicates and where a person can get that information as text.

A concrete example

A canvas diagram of a delivery route is accompanied by a text list of stops in the same order.

Plan a detailed text alternative →

Read the W3C guideline

Core requirement DevelopingNon-text content not relied on

W3C draft excerpt · 10 September 2026

All non-text content that is not decorative includes a programmatically determinable equivalent text alternative.

GUIDELINE 2.1.4

Transcripts

A transcript makes media available as readable text. Depending on the content, that includes dialogue, useful sounds, speaker changes and visual information needed to follow the meaning.

Explore this guideline Original learning activity

Try a review activity

Read a transcript without playing the media, then compare it with the recording. Note missing information, unclear speaker changes and whether the transcript is easy to find beside the player.

A concrete example

A cooking lesson transcript includes the spoken instructions and the ingredient quantities displayed only on screen.

Plan accessible media →

Read the W3C guideline

Core requirement DevelopingTranscripts findable

W3C draft excerpt · 10 September 2026

A text transcript is adjacent to audio and video content.

Except when

  • The audio or video content has no spoken dialogue.
  • The audio or video is decorative.
  • The media is already a media alternative for text and is clearly labeled as such.
Core requirement DevelopingDialogue transcripts available (prerecorded)

W3C draft excerpt · 10 September 2026

Dialogue transcripts are available for all prerecorded audio and video content.

Except when

  • The audio or video content is an alternative for text and is clearly labeled as such.
  • The audio or video has no spoken content and serves only as background.
Core requirement DevelopingDialogue transcripts available (live)

W3C draft excerpt · 10 September 2026

Dialogue transcripts are available for all live audio and video content.

Except when

  • The audio or video content is an alternative for text and is clearly labeled as such.
  • The audio or video has no spoken content and serves only as background.
Core requirement DevelopingTranscripts equivalent (prerecorded)

W3C draft excerpt · 10 September 2026

Equivalent transcripts are available for audio and video content.

Except when the audio or video has no spoken content and serves only as background.

Core requirement DevelopingDescriptive transcripts available

W3C draft excerpt · 10 September 2026

Descriptive transcripts are provided for prerecorded audio and video content.

Except when

  • The media is purely decorative.
  • The media is already a media alternative for text and is clearly labeled as such.
  • The visual track includes no information that is not already conveyed in the audio track (for example, a “talking head” video where only the speaker is visible against a static background).
Example
Supplemental requirement DevelopingSpeakers identified in transcripts

W3C draft excerpt · 10 September 2026

Speakers are identified understandably within all transcripts.

Applies when there are multiple speakers in the video.

Except when

  • The speaker has a hidden identity as part of narrative structure.
  • Identity is identifiable within the context of use.
Example

Initially using “Maya Angelou” within the context of a story regarding poetry and then using “Angelou”.

Supplemental requirement DevelopingSpeaker language identified in transcripts

W3C draft excerpt · 10 September 2026

When more than one language is spoken in audio content, the language spoken by each speaker is identified in all transcripts.

Except when words are used incidentally.

Core requirement DevelopingSounds identified in transcripts

W3C draft excerpt · 10 September 2026

Sounds needed to understand the media are identified or described in transcripts.

Editor's note

This includes sound effects and other non-spoken audio content.

Applies when there is sound.

Except when the video is decorative.

Core requirement DevelopingVisual information identified in transcripts

W3C draft excerpt · 10 September 2026

Visual information needed to understand the media is described in transcripts.

Editor's note
  • This includes actions, charts or informative visuals, scene changes, and on-screen text,
Assertion DevelopingTranscripts style guide

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Our organization has a style guide that includes guidance on transcripts and a policy and/or processes that the style guide must be followed.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the style guide was published
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • summary of the needs of users involved
  • identified issues and details of solutions applied
  • copy or snapshot of the style guide
Example
  • Name: ABC Inc. Style Guide for Transcripts
  • Version: 1.2
  • Date: October 2024
  • Description: The style guide include sections such as:
    • What are transcripts?
    • Who needs transcripts?
    • Guideline provided by WCAG 3
    • Recommended style of transcripts
    • Resources
  • Example: The style guide has requirements such as:
    • Never use more than two lines.
    • Use parentheses for sound representation.
    • Identify no sound or long pause.
Assertion DevelopingTranscripts usability testing

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We have conducted usability testing with users who need transcripts, and changes were made to fix or mitigate the issues found.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the usability testing was conducted
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • scope
  • types of disabilities each user had
  • number of users (for each type of disability)
  • date of testing
  • identified issues and details of solutions applied
Example
  • Scope: videos on the following URLs:
  • Type and number: 8 users in total
    • 5 users who are deaf
    • 3 users who are hard of hearing
  • Dates: 10-11 October 2024
  • Examples of fixed issues:
    • Identified where the speaker changed.
    • Described background music.
    • Indicated that a dog was barking.
Assertion DevelopingTranscripts reviewed by content authors

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of the review
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • role of the creator
  • number of creators (for each Role)
  • date (Period) of review
  • examples of fixed issues based on the review
Example
  • Roles and numbers: 3 creators
    • 1 director
    • 1 planner
    • 1 screenwriter/playwright
  • Period: 10-21 October 2024
  • Examples of fixed issues:
    • Provided more details based on feedback.
    • Rewrote some scripts to reflect the director’s intent.
    • Added the description of the background shown in the video.

GUIDELINE 2.1.5

Captions

Captions let people follow speech and meaningful sounds while media plays. Timing, speaker identification, placement and display choices all affect whether they are useful.

Explore this guideline Original learning activity

Try a review activity

Review a representative clip with its captions, including a busy scene or speaker change. Check the information, timing and any important visuals the captions cover; explore the available settings.

A concrete example

During a recorded interview, captions identify an off-screen speaker and describe an alarm that explains why the conversation stops.

Explore caption planning →

Read the W3C guideline

Supplemental requirement DevelopingCaptions adjustable

W3C draft excerpt · 10 September 2026

The appearance of captions, including associated visual indicators, is adaptable including font size, font weight, font style, font color, background color, background transparency, and placement.

Core requirement DevelopingCaptions available (prerecorded)

W3C draft excerpt · 10 September 2026

Captions are available for all prerecorded audio content.

Except when the audio content is an alternative for text and is clearly labeled as such.

Core requirement DevelopingCaptions equivalent (prerecorded)

W3C draft excerpt · 10 September 2026

Equivalent captions are available for audio and video content.

Except when the audio or video has no spoken content and serves only as background.

Core requirement DevelopingCaptions available (live)

W3C draft excerpt · 10 September 2026

Captions are available for all live audio content.

Supplemental requirement DevelopingCaption language adjustable

W3C draft excerpt · 10 September 2026

A mechanism is available that allows users to change the caption language if multiple languages are available.

Supplemental requirement DevelopingCaptions controllable

W3C draft excerpt · 10 September 2026

A mechanism is available to turn captions on and off.

Except when captions are hard-coded into the video content.

Supplemental requirement DevelopingCaptions unobstructed

W3C draft excerpt · 10 September 2026

Captions are placed on the screen so that they do not hide visual information needed to understand the video content.

Core requirement DevelopingCaptions synchronized

W3C draft excerpt · 10 September 2026

Captions are synchronized with the audio content of synchronized media.

Core requirement DevelopingCaptions centered (immersive)

W3C draft excerpt · 10 September 2026

In 360-degree digital environments, captions remain directly in front of the user.

Applies when the position of the captions is controlled by the user.

Core requirement DevelopingDirection indicated (immersive)

W3C draft excerpt · 10 September 2026

In 360-degree digital environments, the direction of a sound or speech is indicated when audio is heard from outside the current view.

Example
  • Visual indicators: An arrow with an outline pointing to the speaker or the direction of a sound
  • Customizable styles: Users can select various arrow sizes, colors, and outline colors
Supplemental requirement DevelopingSpeakers identified in captions

W3C draft excerpt · 10 September 2026

Speakers are identified understandably within all captions.

Applies when there are multiple speakers in the video.

Except when

  • The speaker has a hidden identity as part of narrative structure.
  • Identity is identifiable within the context of use.
Example

Initially using “Maya Angelou” within the context of a story regarding poetry and then using “Angelou”.

Supplemental requirement DevelopingSpeaker language identified in captions

W3C draft excerpt · 10 September 2026

When more than one language is spoken in audio content, the language spoken by each speaker is identified in all captions.

Except when words are used incidentally.

Core requirement DevelopingSounds identified in captions

W3C draft excerpt · 10 September 2026

Sounds needed to understand the media are identified or described in captions.

Editor's note

This includes sound effects and other non-spoken audio content.

Applies when there is sound.

Except when the video is decorative.

Assertion DevelopingCaptions style guide

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Our organization has a style guide that includes guidance on captions and a policy and/or processes that the style guide must be followed.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the style guide was published
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • summary of the needs of users involved
  • identified issues and details of solutions applied
  • copy or snapshot of the style guide
Example
  • Name: ABC Inc. Style Guide for Captions
  • Version: 1.2
  • Date: October 2024
  • Description: The style guide include sections such as:
    • What are captions?
    • Who needs captions?
    • Guideline provided by WCAG 3
    • Recommended style of captions
    • Resources
  • Example: The style guide has requirements such as:
    • Never use more than two lines.
    • Use parentheses for sound representation.
    • Identify no sound or long pause.
Assertion DevelopingCaptions usability testing

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We have conducted usability testing with users who need captions, and changes were made to fix or mitigate the issues found.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the usability testing was conducted
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • scope
  • types of disabilities each user had
  • number of users (for each type of disability)
  • date of testing
  • identified issues and details of solutions applied
Example
  • Scope: videos on the following URLs:
  • Type and number: 8 users in total
    • 5 users who are deaf
    • 3 users who are hard of hearing
  • Dates: 10-11 October 2024
  • Examples of fixed issues:
    • Identified where the speaker changed.
    • Described background music.
    • Indicated that a dog was barking.
Assertion DevelopingCaptions reviewed by content authors

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of the review
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • role of the creator
  • number of creators (for each Role)
  • date (Period) of review
  • examples of fixed issues based on the review
Example
  • Roles and numbers: 3 creators
    • 1 director
    • 1 planner
    • 1 screenwriter/playwright
  • Period: 10-21 October 2024
  • Examples of fixed issues:
    • Provided more details based on feedback.
    • Rewrote some scripts to reflect the director’s intent.
    • Added the description of the background shown in the video.

GUIDELINE 2.1.6

Audio descriptions

Audio description explains visual information that the soundtrack does not convey. Its wording and timing help a listener follow the story without losing dialogue or important sounds.

Explore this guideline Original learning activity

Try a review activity

Compare the soundtrack with a visual review of the video. List meaningful information missing from the audio and discuss where description could fit or need a longer pause.

A concrete example

In a safety demonstration, a description explains which valve the presenter closes before the next spoken instruction.

Plan audio description →

Read the W3C guideline

Core requirement DevelopingAudio descriptions available (prerecorded)

W3C draft excerpt · 10 September 2026

Audio descriptions are available in prerecorded video for visual content needed to understand the media.

Editor's note

WCAG 3 needs to specify how to handle video content with audio that does not include gaps to insert audio descriptions. Two possible solutions are providing an exception that allows the content author(s) to use descriptive transcripts instead or requiring content authors to provide an extended audio description.

Except when the video content is an alternative for text and is clearly labeled as such.

Core requirement DevelopingAudio descriptions equivalent (prerecorded)

W3C draft excerpt · 10 September 2026

The information conveyed by audio descriptions is equivalent to the visual content needed to understand the media.

Core requirement DevelopingAudio descriptions synchronized

W3C draft excerpt · 10 September 2026

Audio descriptions are synchronized with video content without overlapping dialogue and meaningful audio content.

Except when there are no audio descriptions.

Supplemental requirement DevelopingAudio descriptions available (live)

W3C draft excerpt · 10 September 2026

Audio descriptions are available in live video for visual content needed to understand the media.

Core requirement DevelopingExtended audio descriptions available

W3C draft excerpt · 10 September 2026

The video pauses to extend the audio track and provides an extended audio description to describe visual information needed to understand the media.

Applies when the existing pauses in a soundtrack are not long enough.

Core requirement DevelopingExtended audio descriptions equivalent

W3C draft excerpt · 10 September 2026

The information conveyed by extended audio descriptions is equivalent to the visual content needed to understand the media.

Supplemental requirement DevelopingAudio description language adjustable

W3C draft excerpt · 10 September 2026

A mechanism is available that allows users to change the audio description language if multiple languages are available.

Supplemental requirement DevelopingAudio descriptions controllable

W3C draft excerpt · 10 September 2026

A mechanism is available to turn audio descriptions on and off.

Except when audio descriptions are hard-coded into the audio or video content.

Supplemental requirement DevelopingSpeakers identified in audio descriptions

W3C draft excerpt · 10 September 2026

Speakers are identified understandably within all audio descriptions.

Applies when there are multiple speakers in the video.

Except when

  • The speaker has a hidden identity as part of narrative structure.
  • Identity is identifiable within the context of use.
Example

Initially using “Maya Angelou” within the context of a story regarding poetry and then using “Angelou”.

Supplemental requirement DevelopingSpeaker language identified in audio descriptions

W3C draft excerpt · 10 September 2026

When more than one language is spoken in audio content, the language spoken by each speaker is identified in all audio descriptions.

Except when words are used incidentally.

Core requirement DevelopingSounds identified in audio descriptions

W3C draft excerpt · 10 September 2026

Sounds needed to understand the media are identified or described in captions and transcripts.

Editor's note

This includes sound effects and other non-spoken audio content.

Applies when there is sound.

Except when the video is decorative.

Core requirement DevelopingVisual information identified in audio descriptions

W3C draft excerpt · 10 September 2026

Visual information needed to understand the media is described in audio descriptions.

Editor's note
  • This includes actions, charts or informative visuals, scene changes, and on-screen text,
Assertion DevelopingAudio descriptions style guide

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Our organization has a style guide that includes guidance on audio descriptions and a policy and/or processes that the style guide must be followed.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the style guide was published
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • summary of the needs of users involved
  • identified issues and details of solutions applied
  • copy or snapshot of the style guide
Example
  • Name: ABC Inc. Style Guide for Audio Descriptions
  • Version: 1.2
  • Date: October 2024
  • Description: The style guide include sections such as:
    • What are audio descriptions?
    • Who needs audio descriptions?
    • Guideline provided by WCAG 3
    • Recommended style of audio descriptions
    • Resources
  • Example: The style guide has requirements such as:
    • Explain reasons for no sound or long pause.
Assertion DevelopingAudio descriptions usability testing

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We have conducted usability testing with users who need audio descriptions, and changes were made to fix or mitigate the issues found.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the usability testing was conducted
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • scope
  • types of disabilities each user had
  • number of users (for each type of disability)
  • date of testing
  • identified issues and details of solutions applied
Example
  • Scope: videos on the following URLs:
  • Type and number: 8 users in total
    • 5 users who are deaf
    • 3 users who are hard of hearing
  • Dates: 10-11 October 2024
  • Examples of fixed issues:
    • Added description of action scene.
Assertion DevelopingAudio descriptions reviewed by content authors

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of the review
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • role of the creator
  • number of creators (for each Role)
  • date (Period) of review
  • examples of fixed issues based on the review
Example
  • Roles and numbers: 3 creators
    • 1 director
    • 1 planner
    • 1 screenwriter/playwright
  • Period: 10-21 October 2024
  • Examples of fixed issues:
    • Provided more details based on feedback.
    • Rewrote some scripts to reflect the director’s intent.
    • Added the description of the background shown in the video.

GUIDELINE 2.1.7

Sign language

Sign language interpretation provides access for people who use the sign language of the intended audience. Recorded media and live events need planning for interpretation and how people reach it.

Explore this guideline Original learning activity

Try a review activity

Identify the intended audiences and relevant sign languages with people from those communities. Review how interpretation would be commissioned, presented and found in a recording or live event.

A concrete example

An event registration page explains which sign language interpretation will be available and how to request further communication support.

Review media access options →

Read the W3C guideline

Supplemental requirement DevelopingSign language available (prerecorded)

W3C draft excerpt · 10 September 2026

Sign language interpretation is provided for all prerecorded audio content in the primary sign language that is most appropriate for each intended audience or region.

Except when

  • The audio content is an alternative for visual content and is clearly labeled as such.
  • The audio content is decorative background sound.
  • The audio is an interface sound effect.
Example

Audio description is an example of audio content that is an alternative for visual content.

Supplemental requirement DevelopingSign language controllable

W3C draft excerpt · 10 September 2026

A mechanism is available to show and hide sign language interpretation.

Except when

  • Sign language interpretation is hard-coded into the video content.
  • A sign language interpreted version is provided as a separate video.
Example

Hard-coded sign language interpretation would include video content where the interpreter is standing next to the speaker in the video.

Assertion DevelopingSign language policy (live)

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

Information that needs to be included publicly:

  • title, role, or organization making the assertion (with contact information)
  • date of assertion (if different from the date of the conformance claim)
  • date the policy was last reviewed/updated
  • how sign language interpretation can be requested
    • format: email, phone, contact form
    • timeline/deadline for requesting (maybe just the average timeline)

Recommended internal documentation (Informative):

  • approved vendors and contact information
  • steps for hosting on each platform used
  • versioned communications guide for announcing sign language availability for each meeting/event

GUIDELINE 2.1.8

Single sense

Information becomes harder to access when it depends on a single sensory cue. Consider meaning carried only by hue, sound, visual depth or the apparent direction of audio.

Explore this guideline Original learning activity

Try a review activity

Find a status, instruction or data display and list the cues that explain it. Explore what information remains when someone cannot use one of those cues.

A concrete example

A delivery status uses the word ‘Delayed’ and a distinct symbol alongside its color.

Explore color and contrast →

Read the W3C guideline

Core requirement DevelopingHue not relied on

W3C draft excerpt · 10 September 2026

Information is not conveyed by hue alone.

Note

Information conveyed includes but is not limited to presenting data or meaning, indicating an action, prompting a response, distinguishing between items, conveying boundaries. Artistic expression is not part of information conveyed.

Except when

  • Content is artistic or expressive.
  • Content is designed only for a device that is limited to presenting hues.
Core requirement DevelopingGraphical object contrast sufficient

W3C draft excerpt · 10 September 2026

Parts of graphical objects required to understand the content meet a minimum contrast ratio test

Except when a particular presentation of graphical objects is essential to the information being conveyed.

Core requirement DevelopingVisual depth not relied on

W3C draft excerpt · 10 September 2026

Information is not conveyed through visual depth perception alone.

Core requirement DevelopingSound not relied on

W3C draft excerpt · 10 September 2026

Information is not conveyed by sound alone.

Except when content is audio-based media.

Note

Information conveyed includes but is not limited to presenting data or meaning, indicating an action, prompting a response, distinguishing between items, conveying boundaries. Artistic expression is not part of information conveyed.

Core requirement DevelopingSpatial audio not relied on

W3C draft excerpt · 10 September 2026

Information is not conveyed by spatial audio alone.

Note

Information conveyed includes but is not limited to presenting data or meaning, indicating an action, prompting a response, distinguishing between items, and conveying boundaries. Artistic expression is not part of information conveyed.

GUIDELINE 2.1.9

Accessible media player

The choice of player affects whether people can use captions, descriptions and their available settings. This guideline currently contains assertions about selecting players that support appropriate media alternatives.

Explore this guideline Original learning activity

Try a review activity

Create a player selection brief from the media alternatives your audience needs. Try those features in the proposed player and record which are supported, unavailable or still unverified.

A concrete example

Before publishing a course, the team checks that its embedded player exposes the supplied captions and described audio track.

Build a media access plan →

Read the W3C guideline

Assertion DevelopingAccessible video player selected

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We provide a video player that supports appropriate media alternatives. The video player includes the following features [list all that apply]:
    • supports closed captions in a standard caption format
    • turning captions on and off
    • turning audio descriptions on and off
    • adjusting caption styles, including but not limited to: font size, font weight, font style, font color, background color, background transparency, and placement
    • changing the location of captions
    • changing the language of the audio descriptions

Applies when a video is used that does not play in standard browsers.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of assertion (if different from the date of the conformance claim)
  • feature included from the list

Recommended internal documentation (Informative):

  • video player documentation detailing functional support for media alternatives
Assertion DevelopingAccessible audio player selected

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We provide an audio player that supports appropriate media alternatives. The audio player includes the following features [list all that apply]:

Applies when an audio format is used that does not play in standard browsers.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of assertion (if different from the date of the conformance claim)
  • feature included from the list

Recommended internal documentation (Informative):

  • audio player documentation detailing functional support for media alternatives

2.2 Text and wording

GUIDELINE 2.2.1

Text appearance

Readable text depends on its presentation and on people being able to adjust it. This draft explores spacing, type, size and color, with several values and the contrast method still undecided.

Explore this guideline Original learning activity

Try a review activity

Try changing text size, spacing and colors in a sample page. Record where text disappears, overlaps or becomes difficult to follow; keep these observations separate from any WCAG 2.2 assessment.

A concrete example

A reader increases text size and changes the page colors, and the article and its controls remain usable.

Use the WCAG 2.2 contrast tool →

Read the W3C guideline

Core requirement DevelopingBlocks of text readable (minimum)

W3C draft excerpt · 10 September 2026

The default/authored presentation of blocks of text meets the minimum @@ [values to be determined] for:

  • inline margin
  • block margin
  • line length
  • line height
Editor's note

If you are aware of research in this area, especially involving non-Latin scripts, please email [email protected].

Core requirement DevelopingText style readable (minimum)

W3C draft excerpt · 10 September 2026

The default/authored presentation of text style property meets the minimum @@ [values to be determined] for:

  • typeface
  • font size
  • font width
  • text decoration
  • letter spacing
  • capitalization
  • end-of-line hyphenation
Editor's note

If you are aware of research in this area, especially involving non-Latin scripts, please email [email protected].

Core requirement DevelopingText contrast sufficient (minimum)

W3C draft excerpt · 10 September 2026

The default visual presentation of text meets @@[contrast measure to be determined].

Applies when text is presented, including text embedded in an image format.

Except when the text is:

  • also present elsewhere in the page/view which meets the requirement
  • part of an inactive interactive element
  • pure decoration
  • not visible to anyone
  • part of a picture that includes significant other visual content
  • part of a logo or brand name
Note

Transparency can cause testing issues, but should be tested as the rendered color.

Editor's note

The contrast algorithm used in WCAG 3 is yet to be determined. For this draft, the requirement assumes the algorithm will include a size/weight factor. If the algorithm does not include size/weight, it will need to be added to this requirement text.

A separate requirement may be needed if red/green color vision deficiency (CVD) is not accounted for within the contrast algorithm.

Core requirement DevelopingBlocks of text adjustable

W3C draft excerpt · 10 September 2026

The presentation of blocks of text can be adjusted, without loss of content or functionality, to meet the @@ [values to be determined] for:

  • inline margin
  • block margin
  • line length
  • line height
  • justification
Note

The requirement is that the text is manipulable and the style attributes can be overridden.

Except when the style attribute is hard-coded, such as raw text that is capitalized or hyphenated.

Editor's note

If you are aware of research in this area, especially involving non-Latin scripts, please email [email protected].

Core requirement DevelopingText style adjustable

W3C draft excerpt · 10 September 2026

The presentation of text style properties can be adjusted, without loss of content or functionality, to meet the @@ [values to be determined] for:

  • typeface
  • font width
  • text decoration
  • capitalization
  • automatic end-of-line hyphenation
Note

The requirement is that the text is manipulable and the style attributes can be overridden.

Except when the text style property is hard-coded, such as raw text that is capitalized or hyphenated.

Editor's note

If you are aware of research in this area, especially involving non-Latin scripts, please email [email protected].

Core requirement DevelopingText size adjustable

W3C draft excerpt · 10 September 2026

Text can be increased in size to at least 200% of the platform’s default body-text size.

Except when the same text is available elsewhere in the page/view which can be increased to at least 200% of the platform’s default body-text size.

Core requirement DevelopingText color adjustable

W3C draft excerpt · 10 September 2026

The foreground and background color of text can be adjusted without losing content or functionality.

Note

The requirement is that the text is manipulable and the colors can be overridden. That could be achieved by the user-agent (including operating system, browser, and assistive technology), or provided by the content author.

Applies when text is presented, including text embedded in an image format.

Except when the text is:

  • also present elsewhere in the page/view which meets the requirement
  • part of an inactive interactive element
  • pure decoration
  • not visible to anyone
  • part of a picture that includes significant other visual content
  • part of a logo
Supplemental requirement DevelopingBlocks of text readable (enhanced)

W3C draft excerpt · 10 September 2026

The default/authored presentation of blocks of text meets the enhanced @@ [values to be determined] for:

  • inline margin
  • block margin
  • line length
  • line height
Editor's note

If you are aware of research in this area, especially involving non-Latin scripts, please email [email protected].

Supplemental requirement DevelopingText style readable (enhanced)

W3C draft excerpt · 10 September 2026

The default/authored presentation of text style properties meets the enhanced @@ [values to be determined] for:

  • typeface
  • font size
  • font width
  • text decoration
  • letter spacing
  • capitalization
  • end-of-line hyphenation
Editor's note

If you are aware of research in this area, especially involving non-Latin scripts, please email [email protected].

Supplemental requirement DevelopingText contrast sufficient (enhanced)

W3C draft excerpt · 10 September 2026

The default visual presentation of text meets @@[contrast measure to be determined, at a higher level than the core requirement for Text contrast sufficient (minimum)].

Editor's note

The contrast algorithm used in WCAG 3 is yet to be determined. For this draft, the requirement assumes the algorithm will include a size/weight factor. If the algorithm does not include size/weight, it will need to be added to this requirement text.

Applies when text is presented, including text embedded in an image format.

Except when the text is:

  • also present elsewhere in the page/view which meets the requirement
  • part of an inactive interactive element
  • pure decoration
  • not visible to anyone
  • part of a picture that includes significant other visual content
  • part of a logo
Supplemental requirement DevelopingText customizations retained

W3C draft excerpt · 10 September 2026

Content that is exported, saved, or printed retains user-applied text-appearance customizations.

Applies when the page/view can be exported, saved, or printed.

Example 1

Examples of interoperable formats

  • PDF
  • HTML
  • SVG
  • OpenDocument
Example 2

Examples of non-interoperable formats

  • Scriptable Network Graphics
  • DOCX, unless you know your audience has the required software (for example, you’re writing internal documents for your company which provides employees with the necessary software)
  • Java object code

GUIDELINE 2.2.2

Text-to-speech

Reading software needs access to text and information about its language. Clear context for numbers also helps it convey dates, times and other quantities meaningfully.

Explore this guideline Original learning activity

Try a review activity

Review a page containing another language, a date and a measurement. Inspect the available text and language information, then listen with reading software and note ambiguity.

A concrete example

An appointment shows ‘18 October 2026, 2 pm’ instead of leaving readers to interpret an ambiguous numeric date and time.

Explore accessible web development →

Read the W3C guideline

Core requirement DevelopingText detectable

W3C draft excerpt · 10 September 2026

All visible text has a programmatically determinable equivalent.

Except when making visible text programmatically determinable would lead to duplication within the view.

Core requirement DevelopingHuman language detectable

W3C draft excerpt · 10 September 2026

The human language of all content within the view is programmatically determinable.

Except when

  • A language tag is not available in [iso-639-2023], or
  • The technology used to create the view does not support indicating languages.
Core requirement DevelopingNumerical metadata available

W3C draft excerpt · 10 September 2026

Numerical information includes sufficient context in written text and a programmatic equivalent to avoid confusion when presenting dates, temperatures, time, and Roman numerals.

Note

Numerical metadata is information that provides context about the numbers presented. This context helps users understand what the numbers represent and how they should be read. Without these cues, numbers can be ambiguous or misleading, making it harder for users to understand the intended meaning—especially across different regions, disciplines, or assistive technologies.

Example
  • Dates include markers for day and month such as “3 May 2025” instead of the ambiguous “03/05/2025.”
  • Temperatures specify degrees Celsius or Fahrenheit such as “0° C” or “32° F.”
  • Times specify am, pm, or 24-hour clock such as “1 pm” or “13:00.”

GUIDELINE 2.2.3

Clear language

Clear wording helps people understand information and decide what to do. The draft explores explanations, summaries and language-sensitive writing, supported by editorial review and useful visual aids.

Explore this guideline Original learning activity

Try a review activity

Give a short section to someone unfamiliar with the topic. Ask them to explain its main point and next action, then review confusing terms, unexplained abbreviations and complex sentences.

A concrete example

A benefits page starts with a brief overview and explains a specialist term when it first appears.

Explore clear and supportive content →

Read the W3C guideline

Core requirement DevelopingAbbreviations explained

W3C draft excerpt · 10 September 2026

Explanations of abbreviations are available when first used.

Except when the abbreviation is:

  • used so often it has become a word with its own dictionary entry, such as “scuba,” “info,” and “HTML”,
  • used in a logo, or
  • included in a longer phrase, such as “brand DNA,” whose meaning needs to be defined to meet the non-literal language requirement.
Example

Abbreviation is introduced after first expanded use of the term.

“He has Avoidant/Restrictive Food Intake Disorder (ARFID).”

Abbreviation is linked to a glossary entry or tooltip.

“He has [ARFID].”

Supplemental requirement DevelopingNon-literal language explained

W3C draft excerpt · 10 September 2026

Explanations or unambiguous alternatives are available in text content for non-literal language, such as idioms and metaphors.

Except when text content is:

  • poetic,
  • scriptural,
  • artistic, or
  • expressive rather than informational.
Editor's note

Translation software and other tools can aid content authors in identifying non-literal language.

Core requirement DevelopingSummaries available

W3C draft excerpt · 10 September 2026

A summary is available for long-form text content and:

  • is identifiable visually and programmatically,
  • uses concise sentences, and
  • provides access to explanations of any uncommon words that are used in the summary.
Editor's note

Research is needed to determine the number of words that trigger the summary requirement and whether this threshold varies for different languages. If you are aware of research in this area, please email [email protected].

Applies when a page/view with continuous long-form text content that is organized in paragraphs and has 300 or more words.

Except when long-form text content continues on multiple pages/views, only the first page/view requires a summary.

Supplemental requirement DevelopingCommon words used

W3C draft excerpt · 10 September 2026

Common words are used, and definitions are available for uncommon words.

Applies when human languages have more than 1,500 words.

Except when

Note

This is not a core requirement because a list of common words would not cover terms that are known by specific audiences, such as accounting terms on an accounting site. However, in future guidance for policymakers, it is an example of a supplemental requirement that could be made mandatory for public service and education providers.

Lists of common words are called high-frequency corpora. They exist for many languages including Arabic, Hindi, Mandarin, and Russian as well as American English, British English, and Canadian English.

Editor's note

Research shows that using common words and defining uncommon words improves understanding. Making Content Usable for People with Cognitive and Learning Disabilities recommends using the 1,500 highest-frequency words or phrases because people with severe language impairments are most likely to know these terms. However, more research is needed to confirm if the same threshold applies to many languages for distinguishing common from uncommon words.

Core requirement DevelopingDiacritics available

W3C draft excerpt · 10 September 2026

Diacritics required to identify the correct meaning of each word are available.

Applies when a human language has a version that removes diacritics for proficient readers.

Note 1

A diacritic is a small mark that is added to a letter or character that changes how it is pronounced or what it means. Diacritics may appear above, below, within, or between letters or characters.

Note 2

Hebrew and Arabic are examples of human languages that omit diacritics for proficient readers.

Example 1

The Hebrew word אמר, with three consonants and no diacritics

  • Without diacritics to represent the vowels, אמר can represent different verb and noun forms of “to say.”
  • Readers must rely on context to determine the intended pronunciation and meaning.
Example 2

The Hebrew word אָמַר, with diacritics under two of the three consonants

  • A diacritic (whose unicode looks similar to an uppercase T) under the א makes an “ah” sound.
  • A horizontal mark under the מ makes a short “a” sound.
  • Pronunciation: ah-mar
  • Meaning: “He said”
Example 3

The Hebrew word יֹאמַר, with diacritics in front of the first consonant and under another

  • A mark (that looks similar to a floating comma) in front of the word indicates future tense, masculine.
  • A dot above the prefix makes an “o” sound.
  • A horizontal mark under the מ makes a short “a” sound.
  • Pronunciation: yo-mar
  • Meaning: “He will say”
Example 4

The Hebrew word אֹמֶר, with a different set of diacritics above one consonant and under another

  • A dot above the first letter makes an “o” sound.
  • Three dots forming a small triangle under the מ make a short “e” sound.
  • Pronunciation: oh-mer
  • Meaning: “utterance; saying” (noun)
Supplemental requirement DevelopingNo nested clauses

W3C draft excerpt · 10 September 2026

Sentences do not include nested clauses.

Except when text content:

  • is poetic, scriptural, artistic, or expressive rather than informational, or
  • provides legal information.
Example

The sentence:

“The teacher was surprised that the student who did well on yesterday’s test was absent today.”

Includes the nested clause “who did well on yesterday’s test” of the clause “was surprised that the student … was absent today”.

This could be written without the nested clause as:

“The teacher was surprised that the student was absent today. This was unexpected because he did well on yesterday’s test.”

Supplemental requirement DevelopingNo unnecessary words

W3C draft excerpt · 10 September 2026

Sentences do not include unnecessary words.

Except when text content is:

  • poetic,
  • scriptural,
  • artistic, or
  • expressive rather than informational.
Example
  • redundant modifiers such as ‘free gift’ and ‘past history’
  • double negatives to express a positive such as ‘She didn’t see nothing’ (which can be shortened to ‘She saw nothing’)
  • indirect phrasing such as ‘at this point in time’ (which can be shortened to ‘now’)
  • noun versions of verbs, such as ‘take into consideration’ (which can be shortened to ‘consider’)
Note

Automated tools can help content authors identify unnecessary words in many languages, including Arabic, English, Hindi, Mandarin, and Russian.

Assertion DevelopingClear language review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Our organization has a process and policy to review text content for clear language before publication. The process includes confirming:
    • All of the core requirements in the ‘Clear Language’ guideline are met.
    • Verb tense is chosen for ease of understanding.
    • Content uses short paragraphs.
    • Paragraphs that convey information begin with a sentence stating the main point or purpose (often called a topic sentence).
    • If a style guide is used by content authors, it must provide guidance on these aspects of clear language.
    • If author training is provided, it must provide guidance on these aspects of clear language.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the policy was implemented
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • copy of the policy implementing the clear language review
  • date author training was provided (if any)
  • number or proportion of authors who completed the training
  • copy of the style guide (if any) where clear language review has been defined
Assertion DevelopingVisual aids review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Our organization has a process and policy for reviewing text content to identify complex ideas such as processes, workflows, relationships, or chronological information, and adding visual aids to help readers understand them.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the policy was implemented
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • copy of the policy implementing the use of visual aids
  • date author training was provided (if any)
  • number or proportion of authors who completed the training
  • copy of the style guide (if any) where visual aids have been defined

2.3 Interactive components

GUIDELINE 2.3.1

Keyboard focus appearance

A visible focus indicator shows which control will respond to keyboard input. Custom indicators need careful consideration against the backgrounds and states where they appear.

Explore this guideline Original learning activity

Try a review activity

Move through a page with the keyboard in its available themes. Note any point where you lose track of the active control, and compare custom styling with the browser default.

A concrete example

The focus outline on a checkout button remains easy to find against both the page background and the button fill.

Explore keyboard focus →

Read the W3C guideline

Supplemental requirement DevelopingDefault focus indicator used

W3C draft excerpt · 10 September 2026

The focusable item uses the user agent default focus indicator.

Core requirement DevelopingFocus indicator contrast sufficient

W3C draft excerpt · 10 September 2026

If a custom focus indicator is used, it has sufficient adjacent contrast and change of contrast.

Applies when the user agent’s default focus indicator is replaced by a custom focus indicator.

Supplemental requirement DevelopingFocus indicator size sufficient

W3C draft excerpt · 10 September 2026

If a custom focus indicator is used, it has sufficient size and adjacency.

Applies when the user agent’s default focus indicator is replaced by a custom focus indicator.

Assertion DevelopingFocus indicator style guide

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Our organization has a style guide that includes guidance on focus indicators and a policy and/or processes that the style guide must be followed.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the design style guide was published
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • copy of the policy implementing the use of design style guide on focus style
  • whether training was provided for authors
    • date training was provided
    • number or proportion of authors who completed the training
  • copy of the design style guide (if any) where focus style has been defined

GUIDELINE 2.3.2

Pointer focus appearance

People need to locate a pointer or understand what their touch or gaze has selected. The draft considers visibility, activation feedback and control over custom pointer styling.

Explore this guideline Original learning activity

Try a review activity

Review a pointer or touch interaction on its intended platform. Note whether people can follow the pointer or selection feedback, and whether a custom pointer overrides useful personal settings.

A concrete example

A touch kiosk visibly highlights the selected appointment before showing the next screen.

Explore interaction feedback →

Read the W3C guideline

Core requirement DevelopingPointer activation indicated (minimum)

W3C draft excerpt · 10 September 2026

There is a visible indication of the activation of an interactive element when selected by the pointer.

Applies when the platform does not use a visible pointer indicator.

Note

This is primarily aimed at touch-interfaces and VR where you don’t have a pointer indicator, but do need to know when something has been selected.

Supplemental requirement DevelopingPointer activation indicated (enhanced)

W3C draft excerpt · 10 September 2026

The user can choose to always have a visible pointer indicator.

Applies when the platform does not use a visible pointer indicator.

Note

This is primarily aimed at eye-tracking and touch-screens, where it is useful for the user to be able to have a visible indicator, but it wouldn’t be universal. This aims to avoid it being in the way for some users.

Core requirement DevelopingPointer contrast sufficient

W3C draft excerpt · 10 September 2026

The default pointer meets the @@[non-text-contrast] requirement, and is at least as large as the platform default.

Applies when the pointer indicator appearance can be adjusted from the platform default.

Note

There can be multiple types of pointer indicator. For example, arrow, hand, caret. The size requirement applies to whichever type of indicator would be the default for that scenario.

Supplemental requirement DevelopingDefault pointer used

W3C draft excerpt · 10 September 2026

The user can ensure that the appearance of the pointer is not overridden by the authored interface.

Except when changing the pointer appearance is essential.

Core requirement DevelopingPointer focus indicated

W3C draft excerpt · 10 September 2026

There is a visible pointer indicator.

Except when

  • The pointer is on a video - it can be hidden if there is a pointer mechanism to un-hide the pointer indicator.
  • The pointer controls the direction of view in a virtual or real world environment.
Note

Examples of pointers which do not always show the pointer indicator:

  • A touch-screen interface does not need to have an indicator as the pointer is not on an element before activating it.
  • An eye-tracking interface highlights the element under the gaze of the user, but otherwise does not have a pointer indicator.
  • A game where you use the pointer to move the entire view around a virtual environment.
Core requirement DevelopingPointer visible

W3C draft excerpt · 10 September 2026

The pointer indicator is always visible.

Except when

  • The pointer is on a video and is not moving.
  • The pointer controls the direction of view in a virtual or real world environment.
Supplemental requirement DevelopingEnhanced pointer available

W3C draft excerpt · 10 September 2026

Provide a more visible pointer indicator than the platform default. The enhanced pointer indicator can be enabled in a setting, and be visible temporarily (for a few seconds) or permanently.

GUIDELINE 2.3.4

Expected behavior

Familiar controls are easier to use when their behavior matches what people expect. Repeated functions, labels and locations benefit from a consistent approach and review of platform conventions.

Explore this guideline Original learning activity

Try a review activity

Compare several instances of the same control across a product. Record differences in labels, placement, activation and feedback, then decide which differences have a clear user benefit.

A concrete example

Every expandable section uses the same control pattern and announces whether its content is open or closed.

Explore familiar control patterns →

Read the W3C guideline

Assertion DevelopingConsistent interactions

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • A review has been conducted and changes made (when necessary) to ensure that Components with the same functionality behave consistently:
    • Components that perform the same function behave in the same way and use the same visual indicators.
    • Within the component, interactive elements with the same function have consistent labels.
    • Standard user interface designs for the platform are used when applicable.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the review was completed
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • results from the review
  • process or policy for maintaining the review
Supplemental requirement DevelopingConsistent control location

W3C draft excerpt · 10 September 2026

Where an interactive element with the same purpose is used across pages/views, its visual position in the layout is maintained.

Except when

  • The location changes due to a page variation or viewport change, or
  • The layout changes due to being part of a process.
Example

An e-commerce checkout is an example of where the layout might change within a longer process.

Assertion DevelopingConventional pattern used

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • A review has been conducted and changes made (when necessary) to ensure that Components follow established conventions:
    • Each component follows applicable platform conventions for how users interact with that type of component.
    • If a component library is used, then each component in the library:
      • is tested for accessibility before being used
      • follows applicable platform conventions for how users interact with that type of component

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the review was completed
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • results from the review
  • process or policy for maintaining the review
Note

A component library specifies a set of standardized components used in a product or products. It can include code to use, but at a minimum would define how the component is used and define pointer, keyboard, and assistive technology interactions.

Using a component library can help larger teams and organizations provide a consistent experience.

Examples of component libraries include GDS, Carbon Design System, and Lion.

Examples of platform patterns are ARIA Platform Authoring Guide (web), Apple human interface guidelines, and Android Material Design.

GUIDELINE 2.3.5

Control information

A control needs an understandable purpose, current state and any instructions needed to use it. That information should be available visually and to assistive technology, with visible labels reflected in accessible names.

Explore this guideline Original learning activity

Try a review activity

Choose a form control and compare what you can see with its accessibility information. Review its name, role, value, state and any format or required-field guidance.

A concrete example

A ‘Delivery date’ field keeps its label visible and associates the permitted date format with the input.

Inspect form and control behavior →

Read the W3C guideline

Core requirement DevelopingInteractive element contrast sufficient

W3C draft excerpt · 10 September 2026

Visual information required to identify interactive elements and states meet a minimum contrast ratio test.

Except when

  • The interactive element is inactive, or
  • The appearance of the component is determined by the user agent and not modified by the content author.
Core requirement DevelopingInteractive element names available

W3C draft excerpt · 10 September 2026

Persistent names (including labels) that identify the purpose of the interactive element are visually and programmatically available.

Note

Visible labels can be text or non-text, for instance icons.

Core requirement DevelopingChanges to elements notified

W3C draft excerpt · 10 September 2026

Changes to interactive element names, roles, values, or states are visually and programmatically indicated.

Core requirement DevelopingInput constraints used

W3C draft excerpt · 10 September 2026

Field constraints and conditions are available.

Example
  • required line length
  • date format
  • password format
Core requirement DevelopingLabel included in programmatic name

W3C draft excerpt · 10 September 2026

The programmatic name includes the visual label.

Core requirement DevelopingRoles, values, states, properties available

W3C draft excerpt · 10 September 2026

Accurate names, roles, values, and states are available for interactive elements.

2.4 Input / operation

GUIDELINE 2.4.1

Keyboard interface input

Keyboard users need access to both controls and the content those controls reveal. Navigation, shortcuts and focus movement should let people complete a task and leave each component.

Explore this guideline Original learning activity

Try a review activity

Complete a representative task using the keyboard alone, moving forward and backward. Include opening, reading and closing any menus or dialogs, and record where progress depends on another input method.

A concrete example

A date picker can be opened, used and closed from the keyboard, with focus returning to a useful place.

Practice keyboard operation →

Read the W3C guideline

Core requirement DevelopingKeyboard operable

W3C draft excerpt · 10 September 2026

All components on the page/view that can be operated by pointer, audio (voice or other), gesture, camera, or other means can be operated using keyboard interface only.

Core requirement DevelopingKeyboard accessible

W3C draft excerpt · 10 September 2026

All content that can be accessed by other input modalities can be accessed using keyboard interface only.

Note 1

All content includes content made available via mechanisms including but not limited to hovers, right clicks.

Note 2

Other input modalities include pointing devices, voice and speech recognition, gesture, camera, and any other means of input or control.

Note 3

The “Keyboard operable” requirement allows you to navigate to all actionable elements, but if the next element is 5 screens down, you also need to be able to access all the content. Also, if the content is in expanding sections, you need to not only open them but also access all of the content, not just its actionable elements.

Core requirement DevelopingBidirectional navigation

W3C draft excerpt · 10 September 2026

The keyboard interface can always move forward to the next interactive element and back to the previous interactive element.

Note

Although keyboard navigation is required to be bidirectional, it is not required that it be symmetrical, even though this is usually recommended practice.

Example

Tabbing through menus, hitting space to open a menu, tabbing off the end of the menu lands you on the next menu. A shift+tab may go back to the last item in the previous menu (symmetrical) or to the last menu (not symmetrical but also does not fail this requirement).

Supplemental requirement DevelopingCustom keys documented

W3C draft excerpt · 10 September 2026

Documentation for each custom keyboard command is actively available on the page/view to which it applies, or within the applicable process.

Core requirement DevelopingNo keyboard conflicts

W3C draft excerpt · 10 September 2026

Custom keyboard commands do not conflict with standard platform keyboard commands or they can be remapped.

Supplemental requirement DevelopingFocus placed

W3C draft excerpt · 10 September 2026

When keyboard focus moves from one context to another within a page/view, whether automatically or by user request, the keyboard focus is preserved so that, when the user returns to the previous context, the keyboard focus is restored to its previous location unless that location no longer exists.

Example 1

When a user closes a modal dialog or other popup, keyboard focus is returned to the element that caused the dialog or popup to open.

Example 2

When there are tags, with a delete button on each tag, the keyboard focus needs to be moved to a meaningful location after a tag is deleted.

Core requirement DevelopingNo keyboard traps

W3C draft excerpt · 10 September 2026

Components that can be activated or entered using the keyboard interface, can be deactivated or exited using a standard keyboard navigation-operation technique, standard platform keyboard commands.

Except when the non-standard keyboard navigation technique is described in the page/view or earlier in the process.

Example
  • Ensuring that users can exit a modal dialog, menu, or calendar picker after entering it.
  • Ensuring that users can deactivate an animation, video, drop down menu, or carousel after activating it.
Core requirement DevelopingFocus user-controlled

W3C draft excerpt · 10 September 2026

The keyboard focus only moves as a result of user interaction.

Except when

  • The keyboard focus automatically moves to the next interactive elements in keyboard navigation order on completion of some user action, such when the focus moves between the fields for a time-based one-time password (TOTP) code.
  • The keyboard focus results from security or emergency situations, such as warning about an imminent session timeout that would cause the user to lose their work.
  • The user is informed of the potential keyboard focus move before it happens and given the chance to avoid the move.
Supplemental requirement DevelopingFocus movement relevant

W3C draft excerpt · 10 September 2026

Except for skip links and other elements that are hidden but specifically added to aid keyboard navigation, tabbing does not move the keyboard focus onto content that was not visible before the tab action.

Note

Accordions, dropdown menus, and ARIA tab panels are examples of expandable content. According to this requirement, these would not expand simply because they include an element in the tab-order contained in them. They would either not expand or would not have any tab-order elements in them.

Example

A menu that expands when you tab to it, but then uses arrow keys to navigate in it would pass. But a menu that expands and then requires you to tab through all the newly-visible elements to navigate past it would fail.

GUIDELINE 2.4.2

Physical or cognitive effort when using keyboard

Keyboard access can still be tiring when a task adds repeated stops or unfamiliar commands. This topic explores reducing that effort and explaining any special navigation.

Explore this guideline Original learning activity

Try a review activity

Compare the steps needed to complete the same task with keyboard and pointer input. Look for duplicate links, avoidable repetition and commands users would have to guess.

A concrete example

A product card combines its image and title into one link instead of requiring two consecutive stops for the same destination.

Explore efficient keyboard interaction →

Read the W3C guideline

Supplemental requirement DevelopingNo repetitive adjacent interactive elements

W3C draft excerpt · 10 September 2026

Adjacent interactive elements that achieve the same outcome are not included in the page/view.

Except when that outcome is a form of dismissal.

Note

A common pattern is having a component that includes a linked image and some linked text, where both links go to the same content. Someone using screen reading software can be disoriented from the unnecessary chatter, and a keyboard user has to navigate through more tab stops than should be necessary. Combining adjacent links that go to the same content improves the user experience.

Assertion DevelopingKeyboard effort comparable

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • A review has been conducted and changes made (when necessary) to ensure that there is minimal difference between the number of input commands required when using the keyboard interface only and the number of commands when using other input modalities.
Note

Other input modalities include pointing devices, voice and speech recognition, gesture, camera, and any other means of input or control.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the review was conducted
  • date of assertion (if different from the date of the conformance claim)
  • scope of assertion (if different from the conformance claim)

Recommended internal documentation (Informative):

  • copy of the review implementing the use of user interface design principles that include minimizing the difference between the number of input commands required when using the keyboard interface only and the number of commands when using other input modalities
  • whether training was provided for authors
  • date training was provided
  • number or proportion of authors who completed the training
  • copy of the user interface design principles document

GUIDELINE 2.4.3

Pointer input

Pointer actions are more usable when they can be completed without precise speed, pressure or complex gestures. People also need a way to avoid or reverse an unintended activation.

Explore this guideline Original learning activity

Try a review activity

Find a feature that uses dragging, repeated tapping or a timed gesture. Explore a simple input alternative and investigate what happens if the user changes their mind before activation.

A concrete example

A list supports moving an item with ‘Move up’ and ‘Move down’ buttons as well as dragging it.

Explore pointer alternatives →

Read the W3C guideline

Core requirement DevelopingPointer activation controllable

W3C draft excerpt · 10 September 2026

At least one of the following is true for functionality that can be activated using a simple pointer input:

No down event
The down event of the pointer is not used to execute any part of the function.
Cancel or undo
Completion of the function is on the up event and a mechanism is available to cancel the function before completion, or there is a mechanism to undo the function after completion.
Up reversal
The up event reverses any outcome of the preceding down event.

Except when completing the function on the down event is essential.

Example 1

An example of Cancel would be dragging where there is a pickup action on button down, but it can be canceled by dropping anywhere other than the drop area.

Example 2

Examples of places where action on down event may be essential include a descending-price auction or a game trigger.

Core requirement DevelopingSimple pointer input available

W3C draft excerpt · 10 September 2026

All functionality and content available using complex pointer inputs is also available using a simple pointer input, or a sequence of simple pointer inputs that do not require timing.

Example

Complex pointer inputs include but are not limited to:

  • double clicks
  • dragging movements
  • swipe gestures
  • multipoint gestures such as pinching, split tap, or two-finger rotor
  • variable pressure or timing
Note 1

Complex pointer inputs are not banned, but they cannot be the only way to accomplish an action.

Note 2

Simple pointer input is different than single pointer input and is more restrictive than simply using a single pointer.

Supplemental requirement DevelopingConsistent pointer cancellation

W3C draft excerpt · 10 September 2026

The method of pointer cancellation is consistent for each type of interaction within a set of pages/views.

Except when it is essential to be different.

Note

Where it is essential to be different, it can be helpful to alert the user.

Core requirement DevelopingPointer pressure not relied on

W3C draft excerpt · 10 September 2026

Specific pointer pressure is not the only way of achieving any functionality.

Except when specific pressure is essential to the functionality.

Example

Specific pressure would be essential to a paintbrush feature or advanced signature verification.

Core requirement DevelopingPointer speed not relied on

W3C draft excerpt · 10 September 2026

Functionality does not rely solely on specific pointer speed.

Except when specific pointer speed is essential to the functionality.

Example

Specific pointer speed would be essential to a paintbrush feature, advanced signature verification, or time-constrained gaming.

GUIDELINE 2.4.4

Speech and voice input

Speech cannot be the only practical route through a service for everyone. This topic explores alternative input, real-time text communication and compatibility with generated speech.

Explore this guideline Original learning activity

Try a review activity

Map the tasks in a voice service and identify how someone could complete them without speaking. For supported voice input, plan research that includes people who communicate using generated speech.

A concrete example

A live customer-support service offers a real-time text conversation alongside its voice call option.

Explore accessibility approaches →

Read the W3C guideline

Core requirement DevelopingSpeech not relied on

W3C draft excerpt · 10 September 2026

Content or functionality does not rely on speech alone.

Except when speech input is essential to the functionality.

Core requirement DevelopingReal-time text available

W3C draft excerpt · 10 September 2026

A real-time text option is available for real-time bidirectional voice communication.

Assertion DevelopingGenerated speech testing

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We have tested voice input and communication systems with generated speech to ensure the systems work with artificial speech as well as human speech.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the policy was implemented
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • systems tested
  • accuracy rates

GUIDELINE 2.4.5

Input operation

People may combine input methods or need an alternative to a body movement, gaze or gesture. Content revealed by hover or focus also needs to remain usable and dismissible.

Explore this guideline Original learning activity

Try a review activity

Try switching between the input methods a product supports during one task. Review any hover panel or gesture-only feature for lost content, unexpected focus changes or missing alternatives.

A concrete example

A map offers zoom buttons alongside gestures, and its information popups remain available when the pointer moves into them.

Explore flexible input patterns →

Read the W3C guideline

Core requirement DevelopingHover or focus content dismissible

W3C draft excerpt · 10 September 2026

A mechanism is available to dismiss content that appears on pointer hover or keyboard focus without moving pointer hover or keyboard focus, unless the additional content does not obscure or replace other content.

Applies when receiving and then removing pointer hover or keyboard focus triggers additional content to become visible and then hidden, and the visual presentation of the additional content is controlled by the author and not by the user agent.

Note

This applies to content that appears in addition to the triggering of the interactive element itself. Since hidden interactive elements that are made visible on keyboard focus (such as links used to skip to another part of a page/view) do not present additional content, they are not covered by this requirement.

Example 1

Additional content controlled by the user agent includes browser tooltips created through use of the HTML title attribute.

Example 2

Custom tooltips, sub-menus, and other non-modal popups that display on hover and keyboard focus.

Core requirement DevelopingHover content persistent

W3C draft excerpt · 10 September 2026

If pointer hover can trigger content, then the pointer can be moved over the additional content without the additional content disappearing.

Applies when receiving and then removing pointer hover or keyboard focus triggers additional content to become visible and then hidden, and the visual presentation of the additional content is controlled by the author and not by the user agent.

Note

This applies to content that appears in addition to the triggering of the interactive element itself. Since hidden interactive elements that are made visible on keyboard focus (such as links used to skip to another part of a page/view) do not present additional content, they are not covered by this requirement.

Example 1

Additional content controlled by the user agent includes browser tooltips created through use of the HTML title attribute.

Example 2

Custom tooltips, sub-menus, and other non-modal popups that display on hover and keyboard focus.

Supplemental requirement DevelopingHover or focus content persistent

W3C draft excerpt · 10 September 2026

Content that appears on pointer hover or keyboard focus remains visible until the hover or keyboard focus trigger is removed, the user dismisses it, or its information is no longer valid.

Applies when receiving and then removing pointer hover or keyboard focus triggers additional content to become visible and then hidden, and the visual presentation of the additional content is controlled by the author and not by the user agent.

Note

This applies to content that appears in addition to the triggering of the interactive element itself. Since hidden interactive elements that are made visible on keyboard focus (such as links used to skip to another part of a page/view) do not present additional content, they are not covered by this requirement.

Example 1

Additional content controlled by the user agent includes browser tooltips created through use of the HTML title attribute.

Example 2

Custom tooltips, sub-menus, and other non-modal popups that display on hover and keyboard focus.

Core requirement DevelopingPath-based gesture not relied on

W3C draft excerpt · 10 September 2026

Path-based gestures are not the only way of achieving any functionality.

Except when a path-based gesture is essential to the functionality.

Supplemental requirement DevelopingInput method flexible

W3C draft excerpt · 10 September 2026

The ability to switch between input methods is available at any time.

Note

This does not mean that all input technologies (pointer, keyboard, voice, gesture) need to be supported, but if an input modality is supported, it is supported everywhere in the content except where a particular input method is essential to the functionality.

Core requirement DevelopingBody movements not relied on

W3C draft excerpt · 10 September 2026

Functionality does not rely solely on full or gross body movement.

Except when full or gross body movement is essential to the functionality.

Note

This includes both detection of body movement and actions to the device, such as shaking, that require body movement.

Core requirement DevelopingEye tracking not relied on

W3C draft excerpt · 10 September 2026

Content and functionality does not rely solely on eye tracking.

Except when eye tracking is essential.

Note 1

This is primarily aimed at ensuring there is an alternative for people who cannot use eye tracking (but do have sight) due to eye conditions.

Note 2

Some platforms may only allow eye tracking. Ideally the platforms allow additional mechanisms for control.

Core requirement DevelopingPointer accessible

W3C draft excerpt · 10 September 2026

Pointer selection of elements moves the keyboard focus to that element, even if the user selects an interactive element and drags away from the element without activation.

Applies when content can interfere with pointer or keyboard focus behavior.

Example

A user scrolls a document down six screens, then clicks on a paragraph with their pointer. The user then presses the Tab key, which moves the focus to the first interactive component after the position on the screen that was clicked, rather than from the previous position, six screens up the document.

GUIDELINE 2.4.6

Authentication

Biometric authentication can exclude people who cannot provide the expected physical or voice characteristic. The draft explores another way to identify or authenticate the same person.

Explore this guideline Original learning activity

Try a review activity

Review an account journey that offers face, fingerprint or voice recognition. Find the alternative route and consider whether it gives people access to the same task without the unavailable biometric.

A concrete example

A banking app offers an account sign-in method that does not require fingerprint recognition.

Explore inclusive account journeys →

Read the W3C guideline

Core requirement DevelopingBiometrics not relied on

W3C draft excerpt · 10 September 2026

Biometric identification is not the only way to identify or authenticate.

Note

Biometrics includes facial recognition software, fingerprinting, vocal patterns and other voice characteristics.

Core requirement DevelopingVoice identification not relied on

W3C draft excerpt · 10 September 2026

Voice identification is not the only way to identify or authenticate.

2.5 Error handling

GUIDELINE 2.5.1

Correct errors

An error message should explain the problem and help the person locate what needs attention. Its placement, persistence and connection to the relevant control affect whether recovery is possible.

Explore this guideline Original learning activity

Try a review activity

Trigger a realistic error in a sample form. Review how it is announced, where it appears, whether it stays available and how the user reaches the field to correct it.

A concrete example

A booking form keeps ‘Enter a departure date’ beside the empty field and associates the message with that input.

Practice accessible error handling →

Read the W3C guideline

Core requirement DevelopingError notifications available

W3C draft excerpt · 10 September 2026

Errors that are programmatically determined are identified and the problem is described to the user in text.

Example
  • invalid form input
  • server errors
  • application errors
Supplemental requirement DevelopingError suggestions provided

W3C draft excerpt · 10 September 2026

Error messages include suggestions for corrections.

Applies when errors require corrections by the user.

Except when including suggestions would jeopardize the security or purpose of the content.

Supplemental requirement DevelopingErrors indicated in multiple ways

W3C draft excerpt · 10 September 2026

Error messages are visually indicated using at least two of the following:

  • a symbol that is consistent throughout the conformance scope
  • color that differentiates the error message from surrounding content
  • a textual indication
Example

An example of a “textual indication” would be to add “Error: ” before the error description.

Supplemental requirement DevelopingError messages persistent

W3C draft excerpt · 10 September 2026

Error messages persist at least until the error is resolved or the user dismisses them.

Core requirement DevelopingErrors associated

W3C draft excerpt · 10 September 2026

When input validation fails, the errors are visually and programmatically associated with the element that caused the error or that can resolve it.

Example

Failing validation includes but is not limited to:

  • when input is required and the field is left empty
  • when the user input does not meet the requested format
Supplemental requirement DevelopingError messages collocated

W3C draft excerpt · 10 September 2026

Error messages are visually collocated with the error source or the focus is moved to the error message and a mechanism is available to move to the input that is in error.

Applies when error messages relate to user input.

GUIDELINE 2.5.2

Prevent errors

Good form design reduces avoidable mistakes and gives people a chance to review or correct information. Clear submission feedback helps them know whether their action succeeded.

Explore this guideline Original learning activity

Try a review activity

Walk through a form with a plausible mistake. Explore the opportunity to review or correct it and confirm how the final submission status is communicated.

A concrete example

Before sending an application, the user can review entered details, change an answer and receive a clear submission confirmation.

Review form recovery patterns →

Read the W3C guideline

Core requirement DevelopingErrors preventable

W3C draft excerpt · 10 September 2026

Data entry interfaces allow for users to do at least one of the following before submission:

  • Review, confirm, and correct all information.
  • Review and correct input errors found during validation.

Except when entered data is auto-saved and/or reversible.

Editor's note

Editors are looking at removing the grey area that may exist in this requirement due to interpretations of the word “submission“ (pressing “Submit” in the UI or receiving information server-side).

Supplemental requirement DevelopingSubmission status notified

W3C draft excerpt · 10 September 2026

Data entry interfaces notify users of submission status at the time of submission.

Applies when data submission has succeeded or failed.

Supplemental requirement DevelopingData entry validated

W3C draft excerpt · 10 September 2026

Data entered is validated after the user enters data, either:

  • when the user leaves the field, or
  • when the form is submitted
Assertion DevelopingError prevention review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • For each form in the conformance claim, we have reviewed the form designs to reduce the possibility of users making mistakes.

This review includes checking to make sure that we:

  • Make the user enter as little information as possible.
  • Clearly indicate required fields.
  • For long numbers, divide input fields into chunks (supporting autocomplete across fields).
  • Use an interface where only valid input can be selected.
  • Use autocomplete and personalization of form controls.
  • Use common words and metrics or units that users are likely to be familiar with.
  • Automatically correct input errors when possible and reliable.
  • Provide the user with known suggestions and corrections.

Information that needs to be included publicly:

  • title, role, or organization making the assertion
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • documentation of which forms were reviewed
  • documentation of any changes made as a result of the review
  • date of usability testing, if applicable

2.6 Animation and movement

GUIDELINE 2.6.1

Avoid physical harm

Flashing, visual motion, vibration and shifting audio can cause harm or discomfort. This draft explores reducing exposure, providing control and offering access to information without triggering effects.

Explore this guideline Original learning activity

Try a review activity

Inventory these effects through content and configuration review before playback. Investigate controls and equivalent alternatives; do not ask a person to expose themselves to a known trigger as a test.

A concrete example

A moving product demonstration also has a still-image explanation, and optional vibration feedback can be turned off.

Plan safer media experiences →

Read the W3C guideline

Core requirement DevelopingNo flashing over threshold

W3C draft excerpt · 10 September 2026

Flashes are below the general flash and red flash thresholds.

Applies when content includes flashes.

Except when the flashing is essential.

Note

If there is an accessibility supported method of setting a user-preference to prevent flashing, the content can be considered to avoid flashing if that preference is respected.

Editor's note

There is research into the size and frequency metrics underway. The exact values are likely to change before WCAG3 is published.

Supplemental requirement DevelopingNo flashing over threshold (no exceptions)

W3C draft excerpt · 10 September 2026

Flashes are below the general flash and red flash thresholds without a minimum size.

Applies when content includes flashes.

Note

Avoiding flashing entirely is the safest option because some people who may not know they are susceptible to photosensitive seizures, and some people may have a much larger view of content than the default (zoomed in or with the display close to the eye).

Core requirement DevelopingNo visual motion

W3C draft excerpt · 10 September 2026

Content does not include pseudo-motion or visual motion lasting longer than 5 seconds.

Except when the motion or pseudo-motion is essential.

Supplemental requirement DevelopingNo visual motion (no exceptions)

W3C draft excerpt · 10 September 2026

Content does not include pseudo-motion or visual motion lasting longer than 5 seconds.

Core requirement DevelopingTrigger warning available

W3C draft excerpt · 10 September 2026

A warning is provided before users encounter triggers and a mechanism is available to access the same information without the triggering content.

Applies when triggers are present.

Note

Triggers are flashing, motion lasting more than 5 seconds, and pseudo-motion.

Core requirement DevelopingHaptic stimulation adjustable

W3C draft excerpt · 10 September 2026

Haptic feedback can be reduced or turned off.

Applies when content triggers haptic feedback.

Except when the operating system or user agent converts non-haptic feedback to haptics at user request.

Core requirement DevelopingAudio shifting adjustable

W3C draft excerpt · 10 September 2026

Audio shifting designed to create a perception of motion can be paused or turned off.

Applies when content includes audio shifting.

Except when operating system or user agent triggers audio shifting.

Assertion DevelopingSafe content review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We have reviewed content for violent, explicit, or troubling content and provided appropriate warnings before accessing the content.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the review was conducted
  • date of assertion (if different from the date of the conformance claim)
Note

Troubling content will vary based on culture or individual situations, and reviews should take target audiences into consideration.

2.7 Layout

GUIDELINE 2.7.1

Recognizable layouts

A familiar layout helps people predict where information and actions will be. This guideline currently proposes an assertion about reviewing conventions or testing a different layout.

Explore this guideline Original learning activity

Try a review activity

Compare the layout with products used for a similar task. Identify any unfamiliar arrangement and plan research to understand whether people can find their way through it.

A concrete example

A service team tests whether visitors can locate appointment details and the booking action in a redesigned clinic page.

Explore predictable layouts →

Read the W3C guideline

Assertion DevelopingConventional layout review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We have reviewed layout conventions for similar products or processes.
  • The layout used follows a conventional pattern or a tested non-conventional pattern was used.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • report covering review of layouts for similar products or processes
  • design log capturing decision to use specific layouts
  • if a non-conventional layout is used, usability testing results that demonstrate the utility of the approach taken

GUIDELINE 2.7.2

User orientation

People need to understand where they are and where a process will take them. Descriptive titles, current-step information and understandable page changes can support that orientation.

Explore this guideline Original learning activity

Try a review activity

Enter a service at an interior page and explain its purpose, location and next step. Follow a multi-step journey and note where the current position or return route becomes unclear.

A concrete example

An application page is titled ‘Employment details’ and marks that section as the current step in the process.

Explore task orientation →

Read the W3C guideline

Core requirement DevelopingPage/view title available

W3C draft excerpt · 10 September 2026

The page/view has a title that describes its name, topic, or purpose.

Except when the technology has no way to include a title.

Assertion DevelopingLocation within product review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We have reviewed conventions for presenting current location within the conformance scope.
  • The presentation of current location within the conformance scope uses appropriate visually and programmatically patterns.
Note

It is often helpful for users to understand where within a digital product they are. There are many ways to achieve this, for example, a breadcrumb. Ideally this is consistently presented throughout the conformance scope but for some pages/views it may make less sense to include. For example, including a breadcrumb trail on the homepage or on pages that sit outside the hierarchy, for example a shopping cart.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • design log capturing decision to use specific approaches to current location patterns used within the conformance scope
  • if a non-conventional design pattern is used, usability testing results that demonstrate the utility of the design approach taken
Core requirement DevelopingAll steps listed

W3C draft excerpt · 10 September 2026

A list of all steps in a multi-step process is visually and programmatically available at each step.

Except when the total number of steps is unknown, or the sequence of steps depends on user actions.

Core requirement DevelopingCurrent step indicated

W3C draft excerpt · 10 September 2026

The current step within a multi-step process is visually and programmatically indicated.

Core requirement DevelopingPage/view change notified

W3C draft excerpt · 10 September 2026

When content triggers a change of page/view there is a visual change within the view and programmatic notification of the change.

Supplemental requirement DevelopingReturn to start supported

W3C draft excerpt · 10 September 2026

A visual and programmatically available mechanism exists that allows users to return to the starting point of the conformance scope.

Except when

  • The page/view is the starting point of the conformance scope.
  • It is essential to the functionality not to provide this mechanism.
Note

Where the conformance scope is a sub-part of larger digital product, then the starting point should be the conformance scope starting point. For example, an organization’s careers website that is separate from the main website.

Recommended practice DevelopingReturn to start prominent

W3C draft excerpt · 10 September 2026

Mechanisms that return the user to the starting point of the conformance scope are available in prominent positions both programmatically and visually.

Note

For HTML, a good programmatic positioning of such a mechanism would be early in the DOM.

Example
  • Common design practices place the homepage link for websites in the top-left corner on the site logo.
  • Common design patterns for mobile applications is to include a sticky navigation at the bottom of the viewport which often includes a control to return to the starting point.

GUIDELINE 2.7.3

Structure

Meaningful sections, relationships and ordering help people scan and understand content. Visual grouping and the structure exposed to assistive technology should tell a coherent story.

Explore this guideline Original learning activity

Try a review activity

Review the heading outline and reading order of a long page, then compare them with its visual sections. Look for missing relationships, unclear labels and steps that lose their order.

A concrete example

A preparation guide uses titled sections and an ordered list for instructions that must happen in sequence.

Explore meaningful page structure →

Read the W3C guideline

Supplemental requirement DevelopingRelationships detectable

W3C draft excerpt · 10 September 2026

Relationships of meaning between elements are conveyed programmatically.

Core requirement DevelopingBlocks of content available (minimum)

W3C draft excerpt · 10 September 2026

Meaningful blocks of content are programmatically determinable and visually presented with sufficient surrounding space.

Core requirement DevelopingSections labeled

W3C draft excerpt · 10 September 2026

Meaningful blocks of content have a semantically appropriate label that defines their purpose.

Except when a label is not needed to understand the purpose of the content within the context of use.

Editor's note
  • Add example(s) of labels and heading usage
Supplemental requirement DevelopingHeading structure available

W3C draft excerpt · 10 September 2026

Meaningful blocks of content are organized with a logical hierarchy of headings.

Except when the technology does not support heading levels.

Core requirement DevelopingOrder detectable

W3C draft excerpt · 10 September 2026

Ordered content includes programmatically determinable markers that indicate the position of each item.

Except when the nature of the ordering of the content is presented immediately prior.

Note

This includes lists and processes.

Supplemental requirement DevelopingBlocks of content available (enhanced)

W3C draft excerpt · 10 September 2026

Styling is used to enhance the visual separation between meaningful blocks of content.

Assertion DevelopingClear structure review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Our organization has a process and policy for reviewing written content for clear structure before publication. The process includes confirming:
    • all of the core requirements in the Structure guideline are met
    • content sections are as concise as possible
    • icons are considered as possible ways to help users understand the content structure and identify key parts
    • authors consider when to turn sentences into lists to make the information easier to understand and remember
  • If a style guide is used by authors, it must provide guidance on these aspects of clear structure.
  • If author training is provided, it must provide guidance on these aspects of clear structure.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the policy was implemented
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • copy of the policy implementing the clear structure review
  • whether training was provided for authors:
    • date training was provided
    • number or proportion of authors who completed the training
  • copy of the style guide (if any) where clear structure review has been defined
Assertion DevelopingKey information usability testing

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We conducted usability testing to ensure that a diverse group of users, including people with cognitive and mental health challenges, understand the site’s information hierarchy and menu organization and are able to find key information.

Information that needs to be included publicly:

  • title, role, or organization making the assertion
  • date of assertion
  • date of the testing

Recommended internal documentation (Informative):

  • documentation of usability testing and results
  • scope of testing
  • number of participants and disabilities represented
  • documentation of changes made as a result of usability findings

GUIDELINE 2.7.4

No obstruction

New content that covers the main page can prevent people from reading or continuing a task. The draft explores providing a way to dismiss that obstruction.

Explore this guideline Original learning activity

Try a review activity

Identify overlays that can appear during a visit. Review how someone dismisses each one and whether they can then reach the content it covered.

A concrete example

A promotional panel includes a discoverable close control that restores access to the article beneath it.

Explore overlays and dismissal →

Read the W3C guideline

Core requirement DevelopingOverlay content dismissible

W3C draft excerpt · 10 September 2026

When new content becomes visible and covers the main content, a mechanism is available to dismiss the new content.

2.8 Consistency across views

GUIDELINE 2.8.1

Consistency

Stable structure and navigation reduce the need to relearn a site on every page. Repeated elements can stay in a recognizable relative order even when the amount of content changes.

Explore this guideline Original learning activity

Try a review activity

Compare several pages in the same journey. Track repeated navigation and structural elements, looking for unexpected changes in order or labels.

A concrete example

A service website keeps ‘Appointments’, ‘Locations’ and ‘Help’ in the same relative order across its main pages.

Explore consistent experiences →

Read the W3C guideline

Supplemental requirement DevelopingConsistent structural order

W3C draft excerpt · 10 September 2026

The relative order of structural components remains consistent throughout each variation of pages/views in the conformance scope.

Applies when in a set of pages/views.

Note

Relative order means that content can be added or removed, but repeated items are in the same order relative to each other.

Supplemental requirement DevelopingConsistent navigation order

W3C draft excerpt · 10 September 2026

The relative order of navigation items is consistent within blocks of navigation that are repeated on multiple pages/views of the conformance scope or process.

Applies when in a set of pages/views.

Editor's note

This relates to consistency and terminology within blocks of navigation. The consistent ordering of blocks of navigation within a page/view is covered by ‘Consistent relative order’.

Supplemental requirement DevelopingConsistent navigation labels

W3C draft excerpt · 10 September 2026

The labeling of navigation items within blocks of navigation that are repeated on multiple pages/views in the conformance scope or process is consistent.

Except when labels for navigation items that are marked as ‘current’ within the conformance scope or process.

Editor's note

This relates to consistency and terminology within blocks of navigation. The consistent ordering of blocks of navigation within a page/view is covered by ‘Consistent relative order’.

2.9 Process and task completion

GUIDELINE 2.9.1

Avoid exclusionary cognitive tasks

A process can exclude people when it requires remembering, transcribing or solving a cognitive test. Allowing input assistance and another route through the process can remove that barrier.

Explore this guideline Original learning activity

Try a review activity

Review a sign-in or verification journey with paste and a password manager. Identify any step that requires a cognitive test and explore whether a usable alternative is available.

A concrete example

A sign-in form accepts a saved password and allows a verification code to be pasted from another application.

Explore accessible authentication →

Read the W3C guideline

Core requirement DevelopingAutomated entry allowed

W3C draft excerpt · 10 September 2026

Automated input of personal information from user agents, third-party tools, or paste is not prevented.

Note

Personal information includes but is not limited to names and passwords.

Core requirement DevelopingCognitive test alternatives available

W3C draft excerpt · 10 September 2026

Processes can be completed without a cognitive function test.

Example

User authentication or login.

GUIDELINE 2.9.2

Adequate time

People need different amounts of time to read, decide and act. The draft explores avoiding unnecessary deadlines and explaining or adjusting time limits when they exist.

Explore this guideline Original learning activity

Try a review activity

List time limits in a task and ask what makes each necessary. Review when users learn about the limit and how they can request more time or disable it where available.

A concrete example

A form explains its session limit before data entry and offers an accessible way to extend the session.

Explore time and task support →

Read the W3C guideline

Supplemental requirement DevelopingTimeout adjustable

W3C draft excerpt · 10 September 2026

A mechanism exists to extend the time limit before timeout, or the time limit can be disabled.

Applies when time limit(s) exist.

Except when the time limit is essential.

Supplemental requirement DevelopingNo time limits

W3C draft excerpt · 10 September 2026

The completion of a process does not include time limits.

Except when the time limit is essential.

Example

Essential time limits would include but are not limited to auctions, ticket sales, or timed exams.

Note

Implying to a user that they will lose a benefit if they don’t act immediately is not an essential time limit.

Assertion DevelopingNo unnecessary time limits

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Products and processes in scope have no non-essential time limits for engagement or completion.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of assertion
Supplemental requirement DevelopingTime limits conveyed

W3C draft excerpt · 10 September 2026

Users are informed at the start of the process or session that a time limit exists, its length, and that it can be adjusted.

Applies when pages/views within the conformance scope have a time limit.

Except when hiding the existence of the time limit is essential.

GUIDELINE 2.9.3

Avoid deception

Misleading wording, hidden choices and artificial pressure can undermine informed decisions. The draft explores visible preselected options and reviews that include people affected by deceptive designs.

Explore this guideline Original learning activity

Try a review activity

Review a signup or purchase journey for preselected extras, urgency messages and unclear choices. Ask participants to explain what they think they are agreeing to before they proceed.

A concrete example

A checkout clearly presents an optional recurring service and its current selection state before the customer places an order.

Explore informed choices →

Read the W3C guideline

Core requirement DevelopingPreselections visible

W3C draft excerpt · 10 September 2026

During the completion of a process, preselected options that impact finance, privacy or safety are visibly and programmatically available to the user by default.

Assertion DevelopingDeceptive practices usability testing

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We conducted a usability test that included participants with cognitive disabilities and/or mental health based disabilities to evaluate content for misleading wording, artificial pressure, misdirection, and other deceptive practices.
  • We removed any deceptive practices found.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of assertion

Recommended internal documentation (Informative):

  • number of participants
  • the deceptive practices evaluated
  • maintained records of usability testing protocol, and results
  • disabilities represented within the group of participants
Assertion DevelopingDeceptive messaging expert review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We conducted an expert review to evaluate content for misleading wording, artificial pressure, misdirection, and other deceptive practices.
  • We removed any deceptive practices found.

Information that needs to be included publicly:

  • title, role, or organization making the assertion
  • date of assertion

Recommended internal documentation (Informative):

  • the deceptive practices evaluated
  • maintained records of deceptive practices found, and resolutions

GUIDELINE 2.9.4

Retain information

Returning to an earlier step or taking a break should not needlessly erase a person’s work. The draft explores preserving information, reusing earlier answers and saving progress.

Explore this guideline Original learning activity

Try a review activity

Enter sample information, move backward and forward, then explore any save-and-resume feature. Record lost answers, repeated entry and what the interface tells users about retained data.

A concrete example

An application lets a user correct an earlier address and return to the current step with the other answers intact.

Explore support for longer tasks →

Read the W3C guideline

Supplemental requirement DevelopingGoing back supported

W3C draft excerpt · 10 September 2026

In a multi-step process, the interface supports stepping backwards in a process and returning to the current point without data loss.

Except when it is essential that the user cannot step back in a process.

Example

Certain tests in education may require that the student cannot go back through previously-submitted responses and change them.

Supplemental requirement DevelopingNo redundant entry

W3C draft excerpt · 10 September 2026

Information previously entered by or provided to the user that is required to be entered again in the same process is either auto-populated, or available for the user to select.

Except when

  • Re-entering the information is essential,
  • The information is required to ensure the security of the content, or
  • Previously entered information is no longer valid.
Supplemental requirement DevelopingProgress saved

W3C draft excerpt · 10 September 2026

Data entry and other task completion processes allow saving and resuming from the current step in the task.

Except when the task completion is part of a real-time event, and no alternative to the time limit is possible.

Example

Real-time events would include but are not limited to auctions or ticket sales.

GUIDELINE 2.9.5

Complete tasks

A process is easier to complete when people know what to prepare and what action comes next. Instructions and required actions should be available when they help someone move forward.

Explore this guideline Original learning activity

Try a review activity

Read the start of a multi-step process before filling anything in. Identify the materials and steps you expect, then compare those expectations with the actual journey.

A concrete example

A permit application explains the documents to prepare and identifies the action needed to continue at each stage.

Plan understandable task journeys →

Read the W3C guideline

Supplemental requirement DevelopingRequired action available

W3C draft excerpt · 10 September 2026

The interface indicates when user input or action is required in order to proceed to the next step.

Applies when the user needs to complete an action in order to proceed to the next step.

Example

This would apply when the user needs to agree to the terms and conditions before they can submit the form.

Supplemental requirement DevelopingInformation requirements available at start

W3C draft excerpt · 10 September 2026

Information and resources that are needed to complete a multi-step process are provided at the start of the process, including the:

  • number of steps it might take (if known in advance),
  • details of any resources needed to perform the task, and
  • overview of the process and next step.

Applies when the user needs to complete a multi-step process.

Supplemental requirement DevelopingProcess instructions available

W3C draft excerpt · 10 September 2026

The instructions needed to complete a multi-step process are available.

Applies when the user needs to complete a multi-step process.

GUIDELINE 2.9.6

Unnecessary steps

Extra actions and unnecessary questions can make a process harder to finish. This guideline currently proposes an assertion about investigating that burden through inclusive usability testing.

Explore this guideline Original learning activity

Try a review activity

Map every question and action in a task, then explain why each is needed. Plan sessions with people with cognitive or mental health disabilities to investigate steps that add avoidable effort.

A concrete example

A booking service removes a repeated account-details screen after research shows it adds work without helping users confirm their booking.

Explore reducing task effort →

Read the W3C guideline

Assertion DevelopingUsability testing for unnecessary steps

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Usability testing has been conducted to review for unnecessary steps in the process or unnecessary information being requested.
  • The sample of test participants included people with cognitive disabilities and/or mental health based disabilities.

Information that needs to be included publicly:

  • title, role, or organization making the assertion
  • date of assertion

Recommended internal documentation (Informative):

  • maintained records of usability testing protocol, scope of the testing, and results
  • number of participants and disabilities represented within the group of participants
  • record of actions taken to address identified issues

2.10 Policy and protection

GUIDELINE 2.10.1

Risk

People need understandable information about the consequences of important choices. This topic also explores how a service’s safety decisions and algorithms affect people with different disabilities.

Explore this guideline Original learning activity

Try a review activity

Choose a decision involving money, privacy or security. Review what its explanation covers, when it appears and whether disability-related risks have been investigated with relevant people.

A concrete example

Before sharing an account’s information with another service, the page explains what will be shared and the consequences of allowing it.

Explore supported decision-making →

Read the W3C guideline

Core requirement DevelopingConsequences of choices explained

W3C draft excerpt · 10 September 2026

Choices with legal, financial, privacy, or security consequences are accompanied by a description of the benefits, risks, and potential consequences when users make the choice.

Supplemental requirement DevelopingConsequences explained before agreement

W3C draft excerpt · 10 September 2026

Legal, financial, privacy, and security consequences are provided before finalizing an agreement.

Applies when entering an agreement is required.

Assertion DevelopingDiverse disabilities considered

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • When considering the safety and security of our users, we considered use cases of people with diverse disabilities. For example, people with cognitive or learning disabilities are sometimes targeted on social media for sexual exploitation and other bad intent.
  • Research has been conducted on risks to safety, wellbeing, and mental health for users with diverse disabilities and, when risks are found, all reasonable practical steps have been identified and taken to mitigate the risk.

Information that needs to be included publicly:

  • title, role, or organization making the assertion
  • date of assertion

Recommended internal documentation (Informative):

  • list of steps that have been taken
  • list of use cases used
Assertion DevelopingAlgorithm inclusivity review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We have a policy and process to review — and have reviewed — the data set, results, and/or algorithm in order to minimize the possibility that algorithms are disadvantageous for people with disabilities.

Information that needs to be included publicly:

  • title, role, or organization making the assertion
  • date of assertion
  • disabilities considered
  • what was reviewed (data set, results, or algorithm itself)
  • review scope

Recommended internal documentation (Informative):

  • results
  • copy of any process and policy
  • copy of usability testing, if conducted
  • steps taken to resolve the issues found

GUIDELINE 2.10.2

Algorithms

Automated decisions can disadvantage people with disabilities through their data or behavior. This guideline currently contains assertions about disability representation, usability testing and ethics review.

Explore this guideline Original learning activity

Try a review activity

Map an automated decision that affects access to a service. Ask what disability perspectives informed its data and evaluation, and record the evidence still needed to investigate unequal effects.

A concrete example

A team reviews whether an automated interview tool disadvantages applicants who communicate differently and documents changes informed by that review.

Read the W3C guideline

Assertion DevelopingInclusive data set

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Content author(s) train AI models using representative and unbiased disability-related information that is proportional to the general population.
Assertion DevelopingNo harm from algorithms

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

2.11 Help and feedback

GUIDELINE 2.11.1

Help available

Useful help is easy to find and relates to the action a person is trying to complete. Clear instructions, explanations for disabled controls and support for difficult decisions can prevent dead ends.

Explore this guideline Original learning activity

Try a review activity

Pause at a confusing step or disabled control and look for help without leaving the task. Review whether the instructions identify the action by name and explain how to proceed.

A concrete example

A disabled ‘Continue’ button has an explanation nearby: ‘Choose an appointment time to continue.’

Explore contextual help →

Read the W3C guideline

Supplemental requirement DevelopingConsistent help available

W3C draft excerpt · 10 September 2026

Help is labeled consistently and is available in a consistent location relative to other content.

Applies when human contact information, a human contact mechanism, a self-help option, or a fully automated contact mechanism is available.

Supplemental requirement DevelopingContextual help available

W3C draft excerpt · 10 September 2026

Context-sensitive help is available.

Supplemental requirement DevelopingDisabled controls explained

W3C draft excerpt · 10 September 2026

Information explaining why a visible interactive element is disabled is available and, if the user can take action(s) to enable the element, those action(s) are described.

Example

When a submit button is disabled until all required fields are filled in, explain that this is the case.

Core requirement DevelopingSensory characteristics not relied on

W3C draft excerpt · 10 September 2026

Instructions and help do not rely on sensory characteristics.

Example

Sensory characteristics include but are not limited to shape, color, size, visual location, orientation, or sound.

Assertion DevelopingSupported decision-making review

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • We have conducted a review to identify when users need to make substantial decisions about money, privacy, or well-being. In these situations, additional support was provided, such as:
    • a clear layout of options advantages and disadvantages
    • aids for comprehension such as icons and graphics
    • reduced distractions

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the policy was implemented
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • results of review
  • documentation of decisions and changes made as a result
Assertion DevelopingHelp usability testing

W3C draft excerpt · 10 September 2026

[Title, role, or organization] asserts that:

  • Help and training was added based on usability testing with people with cognitive and mental health disabilities to identify gaps.

Information that needs to be included publicly:

  • title, role, or organization making the assertion (if different from the conformance claim)
  • date of when the usability testing was conducted
  • date of assertion (if different from the date of the conformance claim)

Recommended internal documentation (Informative):

  • usability findings
  • solutions added
Example

Solutions include help with completing functionality such as data entry, task completion, search, and understanding complex ideas and visualizations.

GUIDELINE 2.11.2

Feedback

People need a way to tell content authors about a problem or improvement. A reachable feedback route helps a service learn about barriers that its own reviews may miss.

Explore this guideline Original learning activity

Try a review activity

From a representative page, look for a way to send feedback about its content. Review whether the route itself is understandable and usable with the input methods you are evaluating.

A concrete example

A help article links to an accessible form where readers can report unclear or inaccessible information.

Record an accessibility observation →

Read the W3C guideline

Supplemental requirement DevelopingFeedback mechanism available

W3C draft excerpt · 10 September 2026

A mechanism is available to provide feedback to authors.

2.12 User control

GUIDELINE 2.12.1

Assistive technology control

People bring their own reading, navigation and input tools to a product. The draft explores supporting those tools, respecting accessibility settings and allowing control over interruptions.

Explore this guideline Original learning activity

Try a review activity

Review a task with relevant assistive technology and personal settings. Include reading outside keyboard focus, changing supported appearance or motion settings, and managing notifications.

A concrete example

A reader uses a screen reader’s reading cursor to explore an expanded section without having to focus every paragraph.

Plan accessibility testing →

Read the W3C guideline

Core requirement DevelopingAssistive technology supported

W3C draft excerpt · 10 September 2026

Content can be controlled using assistive and adaptive technology.

Core requirement DevelopingUser settings supported

W3C draft excerpt · 10 September 2026

Content responds to users’ platform and user agent accessibility-related settings.

Note

Accessibility-related user settings include font size, icon size, color scheme, magnification, and motion.

Core requirement DevelopingVirtual cursor supported

W3C draft excerpt · 10 September 2026

Assistive technologies can access content and interactions when using mechanisms that convey alternative points of regard or focus.

Example

A virtual cursor is an example of a mechanism that conveys alternative points or regard or focus.

Supplemental requirement DevelopingNotifications adjustable

W3C draft excerpt · 10 September 2026

The timing or positioning of notifications can be changed, suppressed, or saved.

Applies when notifications or other interruptions are present.

Except when the notification involves an emergency or is essential.

GUIDELINE 2.12.2

Control text

This snapshot includes a Control text guideline heading but no requirements yet. Discuss the topic as an area for exploration; there is no draft test under this heading.

Explore this guideline Original learning activity

Try a review activity

Ask readers which text adjustments help them and where those preferences come from. Use the separate Text appearance guideline when exploring the provisions already present in this snapshot.

A concrete example

A design discussion records a reader’s need to enlarge text and change spacing, without treating those notes as a Control text conformance result.

Read the W3C guideline

No published provisions under this heading in the 10 September 2026 snapshot. This is an open area of work, not an empty requirement to pass.

GUIDELINE 2.12.3

Adjustable viewport

Content needs to remain understandable when the viewing area or device orientation changes. The draft explores reflow and acknowledges content whose meaning depends on a two-dimensional arrangement.

Explore this guideline Original learning activity

Try a review activity

Review an ordinary page at a narrow viewport and in different supported orientations. Record lost controls, hard-to-follow text and areas that genuinely need a two-dimensional layout.

A concrete example

An article forms a readable single column on a narrow screen while a wide data table has a clearly contained scrolling area.

Explore responsive accessibility →

Read the W3C guideline

Core requirement DevelopingOrientation supported (minimum)

W3C draft excerpt · 10 September 2026

If the platform has a default orientation, content supports that orientation. If the platform does not have a default orientation, content supports both portrait and landscape orientations.

Except when

  • Content is aligned with the physical world.
  • The orientation is essential.
Note 1

For extended reality, the platform default orientation aligns with the real world orientation.

Note 2

Content does not have to re-layout or change aspect ratio in a different orientation, it just needs to display in the device orientation.

Supplemental requirement DevelopingOrientation supported (enhanced)

W3C draft excerpt · 10 September 2026

Content supports both portrait and landscape orientations.

Except when

  • Content is aligned with the physical world.
  • The orientation is essential.
Supplemental requirement DevelopingText reflow supported

W3C draft excerpt · 10 September 2026

Blocks of text are legible at 320 CSS pixels in the orientation of text, without the need to scroll in the orientation of text.

Except when the meaning of text relies on a two-dimensional structure.

Example

Two-dimensional structure might be relied upon in preformatted text such as code, poems, maps, or comics.

Editor's note

Other languages may have other rules around line breaking: https://r12a.github.io/scripts/script-features/index.html

Supplemental requirement DevelopingLayout reflow supported

W3C draft excerpt · 10 September 2026

All content fits within 320 CSS pixels in the default orientation of text without requiring scrolling in more than one direction. Sections of content within the page/view that scroll in a different direction to the page/view fit within 320 CSS pixels of the page-scrolling direction.

Except when

  • 2D relationships (for example, tables or electronic program guides)
  • canvases of presentational content (for example, slides)
  • multiple palettes or panels that act on content (for example, Photoshop or an IDE)
Editor's note

All block-level elements fit within a 320px inline-size without requiring scrolling in more than one direction.

GUIDELINE 2.12.4

Media control

People need control over media playback and the alternatives that support it. Searchable alternatives and chapter navigation can also help them find or revisit information.

Explore this guideline Original learning activity

Try a review activity

Try stopping unexpected audio, adjusting its volume and switching available alternatives. In a longer recording, explore how a user would locate a particular topic again.

A concrete example

A training recording includes named chapters and a searchable transcript, with controls for its caption and description tracks.

Explore usable media controls →

Read the W3C guideline

Core requirement DevelopingPage/view audio adjustable

W3C draft excerpt · 10 September 2026

A mechanism is available to pause, stop, and adjust the volume independently of the overall system volume level, of any automatically playing audio in a page/view.

Applies when notifications or other interruptions are present.

Note

Mechanisms include controls on each instance of content, or a single app-wide control that disables audio, for example: app-wide earcons.

Supplemental requirement DevelopingMedia alternatives searchable

W3C draft excerpt · 10 September 2026

Alternatives for media can be searched and queried.

Supplemental requirement DevelopingMedia alternatives controllable

W3C draft excerpt · 10 September 2026

Closed captions and audio descriptions can be turned on and off.

Supplemental requirement DevelopingMedia chapters available

W3C draft excerpt · 10 September 2026

Audio or video that lasts five minutes or longer can be navigated by chapters.

Except when the media is a piece of music that the composer has not divided into movements.

Editor's note

Research is needed to determine the length of time that triggers the chapter requirement and whether this threshold varies for different languages. If you are aware of research in this area, please email [email protected].

Example 1

Gustav Mahler’s Symphony Number 5 is approximately 70 minutes long and is divided into five movements. Each movement would be a chapter.

Example 2

Iron Maiden’s Rime Of The Ancient Mariner is approximately 14 minutes long and isn’t divided into movements. This meets the exception and would not need to be divided into chapters.

GUIDELINE 2.12.5

Content changes

An interface can change without a full page load. People need to discover meaningful updates, understand focus changes and know in advance when an action will switch their device or application context.

Explore this guideline Original learning activity

Try a review activity

Change a filter or complete an action that updates the page. Compare the visual feedback with the information available to assistive technology, and observe any unexpected focus or application change.

A concrete example

After a visitor filters a directory, an accessible status message announces the new result count while focus stays on the filter.

Explore dynamic updates →

Read the W3C guideline

Core requirement DevelopingChange of content notified

W3C draft excerpt · 10 September 2026

Meaningful changes in visual content are conveyed programmatically.

Applies when

  • The changes appear before the user’s current position in reader order.
  • The changes appear earlier in the process.
  • Notifications, status messages, or error messages appear.
  • The amount of content changes.
  • The change affects the content’s meaning.
  • The audience changes.

Except when changes are continuous, without pause.

Example
  • A new message is added in a conversation above the current location of focus. A message is provided that programmatically conveys that there is new content above.
  • Filters are adjusted which changes the number of items shown. As the number of items changes, that is provided programmatically as a status update.
Core requirement DevelopingChange of focus notified

W3C draft excerpt · 10 September 2026

When the focus changes on-focus or automatically, the user is notified visually and programmatically.

Core requirement DevelopingChange of user agent notified

W3C draft excerpt · 10 September 2026

When content triggers a device change or an automatic user agent change, the user is notified before the change occurs.

WHAT CHANGES / WHAT TO USE TODAY

WCAG 2.2 and the WCAG 3 proposal

Published WCAG 2.2 compared with the September 2026 WCAG 3 Working Draft
QuestionWCAG 2.2WCAG 3 draft
What is its status?Published W3C Recommendation.Incomplete Working Draft; wording and model can change.
How is it organized?Four principles, guidelines and success criteria.Topic categories, guidelines, requirements, assertions and supporting methods.
How is conformance described?Levels A, AA and AAA.One proposed conformance level, with separate reporting tiers. The model remains in development.
Can results transfer directly?Keep the criterion, evidence, scope and evaluation context.No automatic conversion or one-to-one grade. Changes and additional work are expected.
What should I do now?Meet applicable WCAG 2.2 criteria and test real tasks.Explore emerging needs and contribute specific draft feedback.

Read WAI’s WCAG 3 introduction and the dated explainer for the current direction. WAI recommends meeting WCAG 2.2 now as preparation for WCAG 3.

Reporting tiers are still a proposal

The September draft separates reporting from conformance. Its proposed sequence is Avoid physical harm, Foundational access, Conformance, then Bronze, Silver and Gold. The three upper tiers describe progress above conformance; their numerical thresholds remain undecided.

These labels are not the old idea of three conformance levels. The explainer also discusses an alternative scoring approach. This reference does not calculate a tier, score or compliance grade.

Read the reporting proposal

Developing describes the draft

It does not describe your product’s accessibility. W3C uses Placeholder, Exploratory, Developing, Refining and Mature to communicate how settled a section is and the feedback it needs.

The published snapshot lists Developing provisions. The changing Editor’s Draft contains additional exploratory material. Contrast methods and some values remain unsettled; do not treat a particular contrast algorithm as an adopted WCAG 3 rule.

Read the status definitions · Explore the Editor’s Draft

Turn learning into a useful review

  1. Choose a real task. Describe what someone needs to accomplish and the context in which they use it.
  2. Check today’s requirements. Use the WCAG 2.2 reference and record reproducible evidence.
  3. Explore the wider need. Use a draft topic and its learning activity to ask what your current review might miss.
  4. Record uncertainty. Keep draft observations separate from current conformance findings. Include people with relevant access needs in the review.

Source, version and attribution

This independent learning application presents the W3C Accessibility Guidelines (WCAG) 3.0, Working Draft 10 September 2026. Source checked 15 September 2026. Counts describe this snapshot, not the final standard. For subsequent changes, consult the latest published draft and WAI introduction.