Section 508 - What Is It and Why Is It Important Accessibility Conformance Report

Based on VPAT® 2.4 WCAG 2.1 and Revised Section 508 Edition

Name of Product/Version Anchor link

Section 508 - What Is It and Why Is It Important 4.1 (Sep 2024)

Report Dates and Version Anchor link

Product Description Anchor link

Web-based training course for self-paced learning. Includes informational text and graphics, learning interactions, and knowledge checks. Introduction to Section 508 and Information and Communication Technology (ICT). Explains what Section 508 is and why it’s important, shows how conformance can make ICT more accessible, reviews job-related responsibilities for meeting Section 508 standards, offers resources to help you meet your Section 508 responsibilities.

Contact Information Anchor link

Author Information Anchor link

Vendor Information Anchor link

Evaluation Methods Used Anchor link

The course was testing using manual and automated tools including assistive technology used by people with disabilities. Tools included Axe, ANDI, JAWS, NVDA, VoiceOver, ZoomText and Dragon Naturally Speaking.

Applicable Standards/Guidelines Anchor link

This report covers the degree of conformance for the following accessibility standard/guidelines:
Standard/Guideline Included In Report
Web Content Accessibility Guidelines 2.1 (opens in a new window or tab)
  • Table 1: Success Criteria, Level A
  • Table 2: Success Criteria, Level AA
  • Table 3: Success Criteria, Level AAA
Revised Section 508 standards published January 18, 2017 and corrected January 22, 2018 (opens in a new window or tab)
  • Chapter 3: Functional Performance Criteria (FPC)
  • Chapter 4: Hardware
  • Chapter 5: Software
  • Chapter 6: Support Documentation and Services

Terms Anchor link

The terms used in the Conformance Level information are defined as follows:

WCAG 2.1 Report Anchor link

Table 1: Success Criteria, Level A Anchor link

Criteria Conformance Level Remarks and Explanations
1.1.1 Non-text Content (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Images used throughout the course are fully accessible with acurate and descirptive alt text.

  • Software:

    This is a web-based course.

  • Authoring Tool:

    This course is not an authoring tool.

1.2.1 Audio-only and Video-only (Prerecorded) (opens in a new window or tab)
  • Web:

    Not Applicable

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Audio only and Video only content is not used in the course

1.2.2 Captions (Prerecorded) (opens in a new window or tab)
  • Web:

    Not Applicable

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Video is not used in the course so captions are not required.

1.2.3 Audio Description or Media Alternative (Prerecorded) (opens in a new window or tab)
  • Web:

    Not Applicable

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Video is not used in the course.

1.3.1 Info and Relationships (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Visual structure and relationship information are provided through object information or are available in text. The course uses the proper semantic formatting for paragraphs, links, lists, and other elements so screen reader users can explore content easily.

1.3.2 Meaningful Sequence (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course content is presented in a meaningful sequence. This was confirmed by testing with assistive technology and by user testing.

1.3.3 Sensory Characteristics (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Instructions do not rely solely on sensory characteristics.

1.4.1 Use of Color (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course content and functionality do not convey information through color alone.

1.4.2 Audio Control (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course does not contain audio that plays automatically.

2.1.1 Keyboard (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course is fully accessible using the keyboard to navigate.

2.1.2 No Keyboard Trap (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course does not have any keyboard traps.

2.1.4 Character Key Shortcuts (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course does not provide character key shortcuts.

2.2.1 Pause, Stop, Hide (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course does not include elements that move, blink, scroll, or auto-update.

2.2.2 Timing Adjustable (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course does not include time limits.

2.3.1 Three Flashes or Below Threshold (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The site does not contain flashing content.

2.4.1 Bypass Blocks (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Learners can skip repetitive navigation elements to access slide content immediately when tabbing through a course with a screen reader. The skip-navigation feature is automatically enabled in all courses.

2.4.2 Page Titled (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course title is the page title that appears on the browser tab. Screen readers announce the page title when the course first launches.

2.4.3 Focus Order (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Focus order was designed to be fully accessible and to follow the reading order of the content.

2.5.1 Pointer Gestures (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The courses support touchscreen gestures.

2.5.2 Pointer Cancellation (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Click events happen when learners release the mouse button, not when they press the mouse button down. This helps learners recover if they accidentally click the wrong target. They can move the mouse away from the target before releasing the button if they do not want to activate the target.

2.5.3 Label in Name (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The alternative text matches on-screen labels, supporting users who use speech to navigate.

2.5.4 Motion Actuation (opens in a new window or tab)
  • Web:

    Not Applicable

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Learners cannot control the course by moving their tablets or smartphones.

3.1.1 Language of Page (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The language identifier is set for screen readers.

3.2.1 On Focus (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    When any user interface component receives focus, it does not initiate a change of context.

3.2.2 On Input (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Changing the setting of any user interface component does not automatically cause a change of context unless the user has been advised of the behavior before using the component.

3.3.1 Error Identification (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course automatically warns learners when they leave questions blank.

3.3.2 Labels or Instructions (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    Labels and Instructions are provided so that learners understand what is expected of them.

4.1.1 Parsing (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    For WCAG 2.0, 2.1, Revised 508 Standards, the September 2023 errata update indicates this criterion is always supported.

4.1.2 Name, Role, Value (opens in a new window or tab)
  • Web:

    Supports

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    The course uses distinct semantic groups, ARIA landmarks, and structured controls that follow a consistent order and hierarchy. The slide objects are labeled correctly, so learners with screen readers know what they are and how to interact with them. The course also uses on-screen text or alternative text to describe objects throughout the course.

Table 2: Success Criteria, Level AA Anchor link

Criteria Conformance Level Remarks and Explanations
1.2.4 Captions (Live) (opens in a new window or tab)
  • Web:

    Not Applicable

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
  • Web:

    There is no live video in the course.

1.2.5 Audio Description (Prerecorded) (opens in a new window or tab)
  • Web:

    Not Applicable

  • Electronic Documents:

    Not Applicable

  • Software:

    Not Applicable

  • Authoring Tool:

    Not Applicable
    1.3.4 Orientation (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      The course work in both landscape and portrait modes.

    1.3.5 Identify Input Purpose (opens in a new window or tab)
    • Web:

      Does Not Support

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      Articulate Storyline, which is the application that created the course, does not currently support the programmatic input field identification. Best Practice rather than a Section 508 legal requirement.

    1.4.3 Contrast (Minimum) (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      The course was designed to meet the color contrast requirements.

    1.4.4 Resize text (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      Learners can switch to zoom mode and use the zoom settings in desktop browsers to make slides bigger and easier to see. On mobile devices, learners can use pinch-to-zoom gestures.

    1.4.5 Images of Text (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      Images of text are not used in the course.

    1.4.10 Reflow (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      Storyline 360 content modules are two-dimensional presentations with fixed aspect ratios. They're designed to zoom in and out, but they can't reflow without losing meaning and context. As a result, learners might see vertical and/or horizontal scroll bars at the highest zoom levels. The guideline allows two-dimensional content, such as presentations, to scroll in both directions.

    1.4.11 Non-text Contrast (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      The course was designed to meet a contrast ratio of 3:1 or higher for images and background elements so learners with low vision can see them.

    1.4.12 Text Spacing (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      Learners can use custom stylesheets or browser extensions to adjust text properties, such as line spacing, to make content easier to read.

    1.4.13 Content on Hover or Focus (opens in a new window or tab)
    • Web:

      Partially Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      Object hover states can't be dismissed with a keyboard command. Articulate developers are working on a solution. Best Practice rather than a Section 508 legal requirement.

    2.4.5 Multiple Ways (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      The course was designed to include multiple ways to find content. The built-in navigation features include the course menu, search field, and previous and next buttons.

    2.4.6 Headings and Labels (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      The course was designed to have headings and labels for slide content so learners understand the course information. Headings and labels are clear and descriptive.

    2.4.7 Focus Visible (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      The course was designed to have a rectangular visual focus that highlights the object that currently has focus when learners use keyboard navigation.

    3.1.2 Language of Parts (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      You can set the course language in your player properties. Courses are designed not to have multiple languages in one course.

    3.2.3 Consistent Navigation (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      The built-in navigation elements appear in the same location throughout a course.

    3.2.4 Consistent Identification (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      The course was designed to have consistency. When an object or interaction is used more than once, it was designed the same way each time.

    3.3.3 Error Suggestion (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      The course was designed to give feedback or instructions so they know what is expected.

    4.1.3 Status Messages (opens in a new window or tab)
    • Web:

      Supports

    • Electronic Documents:

      Not Applicable

    • Software:

      Not Applicable

    • Authoring Tool:

      Not Applicable
    • Web:

      Status messages do not appear without a change in context.

    Table 3: Success Criteria, Level AAA Anchor link

    Revised Section 508 Report Anchor link

    Chapter 3: Functional Performance Criteria (FPC) Anchor link

    Criteria Conformance Level Remarks and Explanations
    302.1 Without Vision (opens in a new window or tab)

    • Supports

    • The course was designed to be fully accessible. The designer conducted usability testing with screen reader users before the course was launched, resulting in subtle changes that increased usability.

    302.2 With Limited Vision (opens in a new window or tab)

    • Supports

    • The course was designed to be fully accessible. The designer conducted usability testing with a magnification user before the course was launched.

    302.3 Without Perception of Color (opens in a new window or tab)

    • Supports

    • The course was designed to ensure that color alone was not used to convey meaning.

    302.4 Without Hearing (opens in a new window or tab)

    • Supports

    • The course was designed to ensure that hearing is not required to take the course.

    302.5 With Limited Hearing (opens in a new window or tab)

    • Supports

    • The course was designed to ensure that people with limited hearing could take the course.

    302.6 Without Speech (opens in a new window or tab)

    • Supports

    • The course was designed to ensure that people without speech could take the course.

    302.7 With Limited Manipulation (opens in a new window or tab)

    • Supports

    • The course was designed to ensure that people with limited manipulation could take the course. As a result, it supports multiple modalities.

    302.8 With Limited Reach and Strength (opens in a new window or tab)

    • Supports

    • The course was designed to ensure that people with limited reach and strength could take the course.

    302.9 With Limited Language, Cognitive, and Learning Abilities (opens in a new window or tab)

    • Supports

    • The course was designed to ensure that people with limited language, cognitive, and learning abilities could take the course.

    Chapter 4: Hardware Anchor link

    Chapter 5: Software Anchor link

    Chapter 6: Support Documentation and Services Anchor link