Accessibility practice lab

Prepare and facilitate the session

Use fictional sample content throughout this lab and label every output “Training exercise.” Assign someone to facilitate; prepare a staging or local editor, this guide and the blank training record. Send instructions in advance and confirm participants can use their preferred assistive technology. A participant without editing permission may describe a proposed fix.

Follow the 75-minute editor lab in the role-based training procedure: 10 minutes to define the task; 20 for the page exercise; 20 to choose and check an approved document sample; 15 to preview and complete a release record; and 10 for questions and handoff. Select a source file and exported PDF before the session. Record any segment that remains incomplete.

Exercise 1: Rewrite a flyer as page content

Fictional brief: An information session about a proposed construction project is scheduled for November 18, 2026, from 2–3 p.m. Pacific time, in Example Hall, Room 101, 100 Example Avenue. The flyer contains these details and says registration is optional. It includes a QR code for the project information page. The organizer has not yet confirmed an accommodation contact or venue access details. A diagram shows a main entrance on the south side and a step-free route from the east entrance to Room 101.

Draft supplied to the editor:

<h4>More info</h4>
<p>See the flyer below for details.</p>
<img src="session-flyer.png" alt="flyer">
<p><a href="session-flyer.pdf">Click here</a></p>

1. Write a clear page heading and the essential event details as HTML text.
2. Decide whether the flyer adds information once the text has been written. Explain the image alternative you would use.
3. Write a meaningful label for the PDF link and explain what must be checked before linking it.
4. Describe the route shown; leave venue access confirmation to the owner.
5. List what still needs owner confirmation. Prepare a release record with those items open.

Keep this example in training. Leave the accommodation contact and venue access details open for confirmation; link only to a checked file and verified destination.

Answer guide for facilitators

Start with a descriptive top-level heading such as “Construction project information session.” Put the date, time zone, address, room and optional-registration status in page text. Link the QR destination with an ordinary text link after verifying its URL. If the flyer repeats adjacent information and is not a link, an empty image alternative may fit; include any unique useful information in the page or an appropriate alternative.

Label the download “Construction project information session flyer (PDF).” Add file size only when confirmed. Check the source and final PDF for tags, language, reading order, meaningful images and links; remediate the PDF itself where needed.

Describe the diagram’s south entrance and the step-free route shown from the east entrance to Room 101. The organizer confirms the real route and assistance contact before approval. The release record should name the fictional scope, checks, open confirmations and reviewer, and remain marked as a training exercise.

Exercise 2: Record a reproducible test result

Use a staging page supplied for the lab, or this microsite’s publishing checklist as the practice target. State the scope and environment. Use keyboard only to choose a document update, reach generated checks, mark an item, enter a page title and download a review record. Repeat at increased zoom. If screen-reader testing is in scope, complete the task with the assigned browser and screen reader; record their versions.

Record what happened, including passing results. For an observed barrier, capture its location, expected and actual behavior, reproduction steps, user impact and environment in an issue record. Ask another participant to reproduce it from the record alone. Mark untested combinations. Download a practice release record and identify where the corresponding District record would be retained.

Exercise 3: Identify evidence gaps

Fictional evidence set: a completed draft procedure, a blank owner field, an invitation for next month’s training, one past automated scan with no manual results, and a supplier email saying “fixed” without a retest. Ask the accessibility lead to identify existing records, unperformed activities and evidence needed for assessment review.

Expected reasoning: the draft supports documentation; owner and resource decisions remain open. Compare the invitation with delivery and demonstrated skill. Note the scan’s date and scope and identify missing manual tests. Retest the supplier fix in the integrated service before closure. Create an evidence-review record that lists the five evidence dimensions separately and assigns follow-up decisions. Do not change accepted ratings in this exercise.

Record skills and follow-up

For each participant, rate five observations as “demonstrated independently,” “demonstrated with a prompt” or “needs follow-up”: choosing the right guide, making a meaningful correction, completing the assigned task, writing a reproducible record and routing decisions to the right role. Note untested skills. Record demonstrated skill; attendance alone does not complete the exercise.

Download the training record with the actual session date, materials version, attendance reference, observations and follow-up owner/date. Mark practice records “Training exercise.” Agree and record another practice opportunity for any skill needing follow-up, including the next session or onboarding trigger. Use this rubric to plan learning follow-up; it does not assess WCAG conformance or ACMM maturity.

Use a working record

Complete a record when the activity occurs, download it and retain it in the approved team location.

• Training attendance and practical assessment
• Publishing and release acceptance
• Accessibility issue and retest
• Assessment evidence and distribution review