This unit describes the skills and knowledge required to ensure that a website is accessible to users with auditory, visual, mobility, and cognitive impairments, and those people who use assistive technology.  It applies to individuals who use analysis and technical skills, to build and test websites.

Unit details

Study level:
Vocational and further education (TAFE)
Unit code:
ICTWEB402

Assessment

Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each unit's learning outcomes and performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines. Students will be expected to demonstrate the following required skills: - identify accessibility standards; - test a website for accessibility using a range of tools and tests; - check website documents and other web components for accessibility issues, and; - test web pages for accessibility.Students will also be expected to demonstrate the following knowledge: - identify and describe the relevant legislation, regulations and codes of practice, relating to access and equity; - describe the computing and programming standards that apply to access and equity; - describe the access and equity issues of web page design, in relation to: - customer and business liaison approaches, and processes; - electronic commerce modelling language; - government, advocacy group, and user group liaison; - discuss the application of privacy principles to website development, user access and user usage; - describe technical performance measurement principles; - describe the Web Accessibility Initiative (WAI); - explain the importance of website accessibility, security, and equity legislation; - compare website design methods and standard website structures; - explain website security; - explain workload metrics, and; - list World Wide Web Consortium (W3C) standards.

Where to next?

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