Macromedia Flash and Accessibility
Background Information
Macromedia Flash is a graphics animation program for developing rich content, user interfaces, and web applications. The Macromedia Flash Player is a multiple-platform client that Web users must download and install in order to view and interact with Macromedia Flash content. Flash is based on vector objects (mathematically defined lines and shapes).
Accessibility Information
According to Jared Smith (2004) from Web Accessibility in Mind (WebAIM):
…by its very nature, Flash content does not lend itself to screen reader accessibility. Flash content is time-based and often changes over time. HTML content is more or less static. The static nature of HTML allows a screen reader to access the HTML content in a linear fashion. When a visual user accesses a Flash movie, he or she visually scans the contents of the movie and focuses directly on the important content or functionality. A screen reader user cannot "scan" through Flash content and can only access it in a linear manner in the order the Flash developer has chosen to present it. Because Flash content is usually constantly changing, this limits the ability of the screen reader to read the content in a sufficient or timely manner. Flash's timeline and programming language (ActionScript) allow constantly changing, dynamic, updating objects to animate, move, disappear, or duplicate themselves whenever the Flash developer chooses (or even randomly if he/she wants). In fact, accessibility for Flash could be more closely related to issues of television broadcast accessibility, except that Flash is interactive, and televisions are not.
Heins & Regan (2002) and Smith (2004) mention the following accessibility issues to consider when using Flash:
- Text Equivalents: While text elements are typically available to screen readers, graphical elements are not. Flash offers techniques for associating text equivalents with graphics.
- Keyboard Access: Flash content should be designed with keyboard use in mind. For example, the actions of buttons and forms need to be available to the keyboard, and text equivalents may need to be provided for graphical labels.
- Reading Order: The default reading order of Flash may not be logical or orderly. Flash provides some techniques for controlling reading and tab order.
- Structure: Flash content often relies on visual cues to give users information about interacting with the site. When necessary, use accessible text to convey the structure and function that is conveyed in the visual design.
- Software: Flash can only be accessed by the more recent versions of JAWS and Window-Eyes screen readers that are using the Flash 6+ player. Content should be developed for accessibility using Flash MX or newer.
- Photo sensitive epilepsy: Strobing content that flashes between 2 and 55 times per second should never be used as it may cause users with photo sensitive epilepsy to have a seizure.
Despite the potential accessibility problems concerning Flash, it also offers features that support accessibility, scalability and audio capabilities. Because Flash is based on vector objects (mathematically defined lines and shapes) vs. raster technology (pixels of differing colors), it has the ability to be scaled to any size without distortion. This scalability can be beneficial for users with low vision. The audio capabilities, when implemented properly, such as providing user control over stopping and starting audio tracks, can be self-voicing and work without needing a screen reader (Smith, 2004).
Our observations
We evaluated sites that used Flash applications to present educational games and instructional content with the intent to be interactive, dynamic and more engaging than static content. We encountered many of the accessibility problems previously mentioned. Problems we observed include no keyboard access, requiring the mouse to move objects, unlabeled buttons that the screen reader could not identify, illogical reading order of content, audio that played simultaneously with the screen reader, and graphics that had no text equivalent. In talking with the developers, some of these issues could easily be improved; however, in some cases, major revisions would be required to achieve accessibility.
Summary
Accessible Flash content is still somewhat limited. Because of its potential to create interactive and dynamic content, Flash presents a number of accessibility issues to consider when using Flash, such as the use of t ext equivalents, keyboard access, logical reading order, non-visual structure, and newer Flash software and assistive technology. Macromedia continues to add accessibility features into Flash and provides information and best practices for creating accessible Flash content (Adobe, n.d.).
References
Adobe (formerly Macromedia). (n.d.). Flash 8 Accessibility.
Retrieved April 13, 2006, from http://www.macromedia.com/resources/accessibility/flash8/ 
Heins, J. & Regan, B. (2002). Building Standards
Conformant, Accessible Learning Objects with Macromedia Flash MX. Macromedia. Retrieved December 5, 2005, from http://download.macromedia.com/pub/elearning/fl_learning_obj.pdf
Regan, B. (2005). Best Practices for Accessible Flash Design.
Adobe. Retreived April 13, 2006, from http://www.macromedia.com/resources/accessibility/best_practices/bp_fp.html
Smith, J. (2004). Creating Accessible Macromedia Flash Content.
WebAIM. Retrieved December 5, 2005, from http://www.webaim.org/techniques/flash/
Web Accessibility in Mind. (2002). Macromedia Flash and Accessibility.
Disabled Student Services, California State University
Long Beach. Retrieved
April 13, 2006, from http://www.csulb.edu/depts/dss/web_accessibility/webaim-flash.html
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