Accessibility Checklist for Web Content

NCDIT uses this checklist to test for accessibility conformance with WCAG 2.1 levels A & AA.

Why It Matters

Automated tools can't find every issue. Use this checklist during a manual accessibility test.

How To Use

  • Discovery Question: A "Yes" answer means there is an issue or deeper investigation is needed.
  • Priority: Higher means fix this first.
  • Title: The name of the check.
  • WCAG SC: The WCAG Success Criterion number.
  • Testing Difficulty: Beginner checks are easy. Advanced checks probably need an expert.
  • Exclusions: Things that don't apply to this check.
  • Rationale: Why this check is important.

The Fine Print: This checklist doesn't guarantee every issue will be found. It supports a broad evaluation of accessibility conformance with WCAG 2.1 levels A & AA.

Discovery Question (Yes=Potential Problem) Priority Title WCAG SC Testing Difficulty Exclusions Rationale
Do meaningful images have a missing or incorrect text alternative (alt text)? 5 Highest Non-text Content (Image Alt Text) 1.1.1 2 Intermediate Logos, CAPTCHA Screen reader users need alt text to understand the purpose or content of an image. Missing or inaccurate alt text prevents users from accessing important information.
Is there CAPTCHA that requires vision to complete and no alternative challenge such as audio or logic questions? 5 Highest Non-text Content (CAPTCHA) 1.1.1 1 Beginner Users who are blind or visually impaired cannot complete CAPTCHA that relies on vision. Providing alternative challenges ensures all users can complete verification.
Do decorative images get announced by screen readers? 3 Medium Non-text Content (Decorative Images) 1.1.1 3 Advanced Decorative images should be ignored by assistive technology. Announcing them creates unnecessary noise, slowing comprehension and navigation.
Is there audio-only content without a transcript? 5 Highest Audio-Only 1.2.1 1 Beginner Users who are deaf or hard of hearing cannot access audio content without a transcript. Transcripts provide equivalent access to the information.
Is there video without an audio track or accurate text description? 5 Highest Video-Only 1.2.1 1 Beginner Users who are blind or visually impaired cannot access visual information without audio description or an accurate text alternative.
Is there pre-recorded video with speech and missing, innacurate, out of sync, or incomplete captions? 5 Highest Captions (Prerecorded Videos) 1.2.2 2 Intermediate Captions are essential for users who are deaf or hard of hearing to access spoken content in videos.
Is there live video with speech and missing, inaccurate, or significantly delayed captions? 3 Medium Captions (Live Videos) 1.2.4 2 Intermediate Live captions are necessary to provide real-time access for users who are deaf or hard of hearing.
Is there a video with visual information but no audio descriptions? 3 Medium Audio Descriptions 1.2.5 2 Intermediate Users who are blind or visually impaired cannot access critical visual content without audio descriptions.
Do data tables have incorrect coding or a do they have a missing or incorrect caption or accessible name? 5 Highest Info and Relationships (Data Tables) 1.3.1 3 Advanced Properly coded tables allow screen readers to identify headers and relationships between data cells. Missing or incorrect markup makes data comprehension impossible.
Is semantic information relating to structure and relationships missing, incorrect, or conveyed inaccurately to assistive technology? 5 Highest Info and Relationships (Semantics) 1.3.1 3 Advanced Missing or inaccurate semantic markup prevent screen reader users from understanding controls, content hierarchy and relationships.
Are visually apparent headings not coded as headings or coded with a heading level that doesn't match the visual hierarchy? 4 High Info and Relationships (Headings) 1.3.1 3 Advanced Headings provide structure and allow users to navigate content efficiently. Improperly coded headings prevent screen reader users from understanding page hierarchy.
Are HTML tables used for layout but recognized as a data table to a screen reader? 4 High Info and Relationships (Layout Tables) 1.3.1 3 Advanced Screen readers interpret layout tables as data tables, leading to confusion.
Is the [title] attribute used as the sole means of providing information and therefore not visible to mobile or keyboard users? 3 Medium Info and Relationships (Title Attribute) 1.3.1 3 Advanced Some users may miss important information if the only source of the information is a [title] attribute tooltip. Touch screen users typically cannot hover and therefore cannot trigger the tooltips displayed by the [title] attribute. Keyboard users may not be able to trigger [title] attribute tooltips depending on the browser.
Are lists not recognized as lists by screen readers or are lists coded incorrectly? 2 Low Info and Relationships (Lists) 1.3.1 3 Advanced Properly coded lists convey heirarchy, meaning, and structure. Incorrect coding prevents assistive technology from identifying list relationships.
When the page is navigated linearly with a screen reader, is the content confusing? 4 High Meaningful Sequence 1.3.2 3 Advanced Screen reader users often navigate content linearly. Linear navigation should make sense without visual cues. Confusing reading order prevents users from understanding or interacting with content effectively.
Do instructions only use color, shape, size, or position to explain something? 3 Medium Sensory Characteristics (Within Instructions) 1.3.3 1 Beginner Users who are blind or visually impaired are not able to follow instructions that rely on vision. Users who are colorblind cannot follow instructions that rely on an ability to distinguish colors.
Is orientation restricted to portait or landscape when there is no essential reason for the restriction? 1 Lowest Orientation 1.3.4 1 Beginner Users who rely on screen rotation or adaptive devices need content to function in multiple orientations. Restricting orientation can block access.
Do any form fields lack markup that allows the browser or assistive technology to know their purpose (for example, missing or incorrect [autocomplete] or input [type])? 3 Medium Identify Input Purpose (Autocomplete) 1.3.5 3 Advanced Accessible names allow screen reader users to understand the purpose of form fields.
Is color the only way to understand important visual information? 5 Highest Use of Color 1.4.1 2 Intermediate Users who cannot perceive color may miss critical information if no other cue (text, shape, pattern) is provided.
Do links within a block of text rely on color to be noticed because they have no other visual cues such as underline, bold, or shape? 2 Low Use of Color (Link Color) 1.4.1 2 Intermediate Users who are colorblind or low vision need links within blocks of text to be easy to distinguish from the surrounding text.
At a resolution of 1280x1024 and 400% zoom, does any content or functionality require two-dimensional scrolling, get clipped, or become unusable? 3 Medium Reflow (400% Zoom) 1.4.10 3 Advanced Two-dimenional scrolling is acceptible for the following: images required for understanding (such as maps and diagrams), video, games, presentations, data tables (not individual cells), and interfaces where it is necessary to keep toolbars in view while manipulating content Users with low vision may zoom to read content. When content is lost at high zoom levels, users cannot use the content.
Do user interface components have a contrast ratio less than 3:1 against adjacent colors? 3 Medium Non-Text Contrast (Interface Components) 1.4.11 3 Advanced Inactive components When the contrast of user interface components is low, users with low vision or color vision deficiency cannot use the content.
Do graphical objects (graphics required to understand content) have a contrast ratio less than 3:1 against adjacent colors? 3 Medium Non-Text Contrast (Graphical Objects) 1.4.11 3 Advanced When a particular presentation of graphics is essential to the information being conveyed. Essential means if removed, would fundamentally change the information or functionality of the content, and information and functionality cannot be achieved in another way that would conform When the contrast of user graphical objects is low, users with low vision or color vision deficiency cannot use the content.
Does the visual indication of focus for user interface components have a contrast ratio less than 3:1 against adjacent colors? 3 Medium Non-Text Contrast (Visual Indication of Focus) 1.4.11 3 Advanced Inactive components When the visual indication of focus has low contrast, keyboard users and users with low vision will have difficulty knowing which interface component has focus.
When line height is set to 1.5, paragraph spacing to 2em, letter spacing to 0.12em, or word spacing to 0.16em, does any content become clipped, overlap, or otherwise lose readability or functionality? 1 Lowest Text Spacing 1.4.12 3 Advanced Purely decorative text Users with reading or cognitive disabilities may adjust line spacing for readability. Content should remain fully readable and functional.
When you tab to something with a keyboard, does something important appear and is it not "dismissible" or "persistent"? 3 Medium Content on Focus 1.4.13 1 Beginner Persistent or non-dismissible content triggered by keyboard focus interferes with navigation.
When you hover over anything with a mouse, does something important appear and is it not "dismissible", "hoverable", or "persistent"? 2 Low Content on Hover 1.4.13 1 Beginner Persistent hover content can interfere with navigation and may not be accessible to keyboard or touch users.
Does sound play automatically for more than 3 seconds without a method to stop it? (Muting system volume is an acceptable stop method) 1 Lowest Audio Control 1.4.2 1 Beginner Unexpected or long-playing audio can interfere with assistive technology and distract users.
Is large text (24px or 18px bold) hard to read because the contrast is less than 3:1 with its background? (Logos are excluded) 4 High Contrast (Large Text) 1.4.3 3 Advanced Logos Low contrast for large text reduces readability for users with low vision.
Is the text hard to read because the contrast is less than 4.5:1 with its background? (Logos are excluded) 4 High Contrast (Normal Text) 1.4.3 2 Intermediate Logos Adequate text contrast is required for readability and comprehension for users with low vision.
When zoomed in to 200%, does text size fail to increase? 4 High Resize Text (Text Size on Zoom) 1.4.4 1 Beginner Images of Text, Video captions Users who zoom expect text to scale. Fixed-size text prevents access for users with low vision.
Are images of text used when real text could be used instead? (Logos are excluded) 3 Medium Images of Text 1.4.5 1 Beginner Logos, Images of text that can be visually customized by the user, the presentation of text is essential to the information being conveyed (CAPTCHA) Images of text cannot be styles or resized effectively, reducing accessibility for users with low vision.
Is anything operable with a mouse that can't be accessed or controlled with a keyboard and is there no alternative keyboard method to peform a similar action? 5 Highest Keyboard Operable 2.1.1 2 Intermediate Users who cannot use a mouse because of a disability rely on keyboard access.
When navigating with a keyboard, does focus become trapped without advising the user how to escape? 5 Highest No Keyboard Trap 2.1.2 1 Beginner Keyboard traps prevent keyboard users from navigating and makes access to the rest of the page impossible.
Are there single-character keyboard shortcuts that cannot be turned off, remapped, and are active no matter which element has focus? 2 Low Character Key Shortcuts 2.1.4 2 Intermediate Shortcuts that use modifier keys (ctrl, shift, alt, opt) are exempt Keyboard shortcuts requiring only single keys can conflict with assistive technology and standard browser shortcuts, creating accessibility issues.
Does the page have time limits that a user cannot turn off or adjust, or time-expiration warnings that disappear in less than 20 seconds or cannot be extended at least 10 times? 5 Highest Timing Adjustable (Time Limits) 2.2.1 2 Intermediate Part of a real-time event (auction), Limit is essential and extending it would invalidate the activity, Time limit is longer than 20 hours Users with motor, cognitive, or visual impairments may need more time to complete tasks.
Is there content that automatically moves, blinks, scrolls, or auto-updates and can't be paused, stopped, or hidden? 2 Low Pause, Stop, Hide (Auto-Playing Content) 2.2.2 2 Intermediate Moving or auto-updating content can distract users, trigger seizures in users with photosensitive epilepsy, and make it hard for users to read or interact with content.
Does anything flash more than three times per second and is larger than a square inch? 5 Highest Three Flashes or Below Threshold (Flashing) 2.3.1 2 Intermediate The flashing size is small, low contrast, and doesn't exceed general flash thresholds. Flashes above three times per second can trigger seizures in users with photosensitive epilepsy.
When navigating with a keyboard, is there no way to skip past repeated content like navigation menus? 3 Medium Bypass Blocks (Skip Links) 2.4.1 2 Intermediate Repeated content without a skip mechanism slows down keyboard users and reduces efficiency and accessibility.
Is the page title missing, irrelevant, or unclear? 3 Medium Page Titled 2.4.2 1 Beginner Page titles provide context and orientation for all users, particularly those using screen readers. Missing or unclear titles make it difficult to identify content.
When navigating with a keyboard, does focus move in an order that is confusing, illogical, or fails to move to expected interactive elements? 4 High Focus Order (Keyboard) 2.4.3 2 Intermediate Illogical focus order can confuse users navigating via keyboard or assistive technology.
When using a mobile device with a screen reader, does the swipe gesture focus order move in an illogical or confusing sequence? 4 High Focus Order (Mobile) 2.4.3 3 Advanced Illogical focus order on mobile devices makes it difficult for screen reader users to navigate content linearly, reducing comprehension and usability.
Are there any links whose purpose is unclear when read on their own or without surrounding context? 4 High Link Purpose (In Context) 2.4.4 2 Intermediate Screen reader users and those navigating via assistive technology are hesitant to follow links whose purpose is unclear.
Is there only one way to navigate to each page (no search, breadcrunbs, related links, site map)? 1 Lowest Multiple Ways 2.4.5 2 Intermediate the page is the result of, or a step in, a process (like checkout, registration, or a multi-step form), Multiple navigation methods provide flexibility and efficiency, accommodating users with different disabilities and preferences.
Do headings not describe the content that follows? 3 Medium Headings and Labels 2.4.6 2 Intermediate Headings provide structure and context, especially for screen reader users. If headings do not accurately describe content, users struggle to understand page layout or quickly locate information.
When navigating with a keyboard, does the visual indication of focus dissapear or appear on the wrong element? 4 High Focus Visible (Visual Indication of Focus) 2.4.7 1 Beginner Visible focus indicators are critical for keyboard users. Missing or misplaced indicators causes confusion, frustration, and mistrust.
Are there any functions that require complex gestures (swipe, pinch, multi-finger) without a simple alternative (tap or click)? 5 Highest Pointer Gestures 2.5.1 2 Intermediate Users who cannot perform complex gestures because of a physical disability need simple alternatives to access all functionality.
Is functionality triggered when the pointer is pressed down without allowing the user to cancel or undo before releasing the pointer (e.g. mousedown instead of mouseup)? 2 Low Pointer Cancellation 2.5.2 2 Intermediate Actions in which triggering on the down event is essential Triggering actions on pointer down can cause accidental activation, which is problematic for users with motor impairments.
Do any user interface components have an accessible name that does not include text from their visible label? 3 Medium Label in Name 2.5.3 3 Advanced Accessible names should include text from visible labels to ensure that users of assistive technology users can understand the purpose of a component. Mismatched or incomplete names make interfaces confusing or unusable.
Do users have to move, shake, or tilt their device to do something, with no other way to do it and no way to turn motion controls off? 5 Highest Motion Actuation 2.5.4 2 Intermediate Motion-based controls exclude users who cannot physically perform the actions.
Does the html tag have a [lang] attribute with a correct value when compared to the language of the page? 1 Lowest Language of Page 3.1.1 2 Intermediate The [lang] attribute allows screen readers to interpret and pronounce the page content correctly.
Does the page have text in another language and can the language be pronounced correctly by a screen reader (has correct [lang] attribute)? 1 Lowest Language of Parts 3.1.2 2 Intermediate The [lang] attribute allows screen readers to interpret and pronounce the page content correctly.
Dooes focusing on something cause a change of context (focus moves, navigates away, opens new tab/window, significant layout shift)? 5 Highest On Focus (Change of Context) 3.2.1 2 Intermediate Unexpected changes in context confuse users, particularly those using assistive technology.
When a form field or control is changed, does it cause a surprise change of context (focus moves, navigates away, opens new tab/window, significant layout shift)? 5 Highest On Input (Change of Context) 3.2.2 3 Advanced Unexpected changes in context confuse users, particularly those using assistive technology.
Is navigation repeated on multiple web pages and is it inconsistent? 1 Lowest Consistent Navigation 3.2.3 1 Beginner Inconsistent navigation increases cognitive load and reduces trust and predictability.
Are the text labels and accessible names of buttons, links, controls, and navigation consistent? 2 Low Consistent Identification 3.2.4 3 Advanced Consistent labeling helps users understand functionality. Inconsistent names confuse users, especially those using screen readers or voice input.
When a form error appears, is the item in error identified and is the error described in text? 5 Highest Error Identification 3.3.1 2 Intermediate To complete forms, users need to know when fields have errors and what the error is. Without clear identification and description, correcting mistakes is difficult or impossible.
Are form controls missing labels, instructions, group labels, or requiredness? 5 Highest Labels or Instructions 3.3.2 3 Advanced Labels, instructions, and indicators of required fields are critical for all users to understand how to interact with forms correctly. Missing information leads to errors and confusion.
When a form error appears, does the error description include what the error is and suggestions to correct it? 5 Highest Error Suggestion 3.3.3 2 Intermediate The error suggestion for corrections are unknown, providing suggestions would jeopardize the security or pupose of the content To complete forms, users need to know what the error is and how to correct it. Without clear a description and suggested solution, correcting mistakes is difficult or impossible.
Does the web page cause a legal commitment or financial transaction and is there a way to reverse, correct, or confirm the information before form submission? 5 Highest Error Prevention (Legal, Financial Data) 3.3.4 2 Intermediate Users must be able to review and correct information before making legal commitments or financial transactions. Without this, mistakes could have serious consequences.
Are non-native controls missing important ARIA, names, roles, and properties for assistive technologies? 5 Highest Name, Role, Value (Non-native Controls) 4.1.2 3 Advanced Custom controls must expose the similar information as native HTML elements. Missing or incorrect ARIA roles or properties make controls confusing or unusable to users of assistive technology.
Are iframes or frames that present content missing a [title] attribute or accessible name? 1 Lowest Name, Role, Value (Frames) 4.1.2 2 Intermediate Frame and iframe titles provide context for screen reader users. Without descriptive titles, users may not know the purpose of embedded content.
Are there status messages that appear but are not announced by screen readers? 4 High Status Messages Not Announced 4.1.3 3 Advanced Messages that receive focus are, by definition, not status messages Status messages must be programmatically exposed so that screen readers can notify users. Otherwise, important feedback may be missed.
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