Why English? | Writing an Accessibility Statement Through Scope, Standards, Testing, Known Limitations, Alternatives, Feedback, Enforcement and Review

ORIENTATION

What this guide covers

Current fact check

Checked on 8 November 2026, W3C WAI guidance recommended that accessibility statements include a commitment, applied standard and contact route, with useful detail on limitations, measures, prerequisites, testing and applicable requirements. The guidance emphasised plain language, findability and accessible alternatives, and distinguished a statement from a technical assessment or automatic declaration of conformance. WCAG 2.2 remained the current W3C Recommendation in the checked sources.

What this guide does not cover

This article owns the reader task of writing an accessibility statement from verified evidence. It does not own the accessibility audit, WCAG interpretation, legal compliance decision, product roadmap, procurement requirement, conformance certificate, support policy or technical remediation itself.

Worked example

Every chapter returns to a fictional student-information website containing course pages, downloadable documents, forms, videos and a search function used with different devices and assistive technologies. It is fictional, low-stakes and educational; it does not report a real school, clinical decision or guaranteed outcome.

Warm up with eduKate’s guides to explaining scientific evidence and asking better questions in class.

CHAPTER 1 OF 15

1. Define the Statement's Audience and Job

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Why this move matters

Write for people trying to use the service, including those who encounter barriers and need a next step.

Write for the person who encountered a barrier

Write for people trying to use the service, including those who encounter barriers and need a next step. In the fictional service, A student cannot complete a form with a keyboard and looks for immediate help. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

A statement written only for auditors may fail its primary users. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Define the Statement's Audience and Job”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 2 OF 15

2. State the Commitment Without Overclaiming

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Why this move matters

Describe the organisation's accessibility aim, responsibility and practical commitment in plain language.

Write for the person who encountered a barrier

Describe the organisation's accessibility aim, responsibility and practical commitment in plain language. In the fictional service, The service commits to usable course information and timely help when barriers appear. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

A commitment is not evidence that every page conforms. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “State the Commitment Without Overclaiming”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 3 OF 15

3. Name the Exact Scope and Versions

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Why this move matters

Identify websites, domains, applications, documents, functions, languages, versions and excluded third-party content.

Write for the person who encountered a barrier

Identify websites, domains, applications, documents, functions, languages, versions and excluded third-party content. In the fictional service, The statement covers the main site and current application but separately explains archived PDFs. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

A domain-wide claim may exceed the sample that was assessed. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Name the Exact Scope and Versions”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 4 OF 15

4. Identify the Standard and Target Level

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Why this move matters

State the standard, version, level, policy or requirement applied and distinguish goal from assessed result.

Write for the person who encountered a barrier

State the standard, version, level, policy or requirement applied and distinguish goal from assessed result. In the fictional service, The team uses WCAG 2.2 Level AA as its target and explains the basis of its claim. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

Standards do not cover every user need or every quality issue. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Identify the Standard and Target Level”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 5 OF 15

5. Describe the Assessment Method and Date

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Why this move matters

Explain self-evaluation, external evaluation, automated testing, manual checks, user testing, sample, tools and date.

Write for the person who encountered a barrier

Explain self-evaluation, external evaluation, automated testing, manual checks, user testing, sample, tools and date. In the fictional service, The site combines automated checks with keyboard, screen-reader and user-task review on a documented sample. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

Automated tools cannot establish full conformance on their own. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Describe the Assessment Method and Date”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 6 OF 15

6. Record Browsers, Devices and Assistive Technologies

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Why this move matters

List tested environments, technical prerequisites, known incompatibilities and reasonable support boundaries.

Write for the person who encountered a barrier

List tested environments, technical prerequisites, known incompatibilities and reasonable support boundaries. In the fictional service, The form is tested with current browsers, keyboard use and named screen-reader combinations. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

Testing one combination does not guarantee every environment. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Record Browsers, Devices and Assistive Technologies”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 7 OF 15

7. Use Careful Conformance Language

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Why this move matters

Distinguish conforms, partially conforms, aims to conform, not assessed and content outside control with evidence.

Write for the person who encountered a barrier

Distinguish conforms, partially conforms, aims to conform, not assessed and content outside control with evidence. In the fictional service, The statement says which sampled components meet the target and where known failures remain. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

Partial conformance language has specific conditions and should not be improvised. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Use Careful Conformance Language”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 8 OF 15

8. Describe Known Limitations in Everyday Terms

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Why this move matters

Name the content, barrier, affected task, reason, current status and who may be affected.

Write for the person who encountered a barrier

Name the content, barrier, affected task, reason, current status and who may be affected. In the fictional service, Some older videos lack captions, so learners who need text cannot access all spoken content. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

Listing criterion numbers alone may not explain the lived problem. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Describe Known Limitations in Everyday Terms”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 9 OF 15

9. Offer Accessible Alternatives and Workarounds

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Why this move matters

Provide equivalent formats, assisted routes, temporary workarounds, contact details and expected follow-up where support exists.

Write for the person who encountered a barrier

Provide equivalent formats, assisted routes, temporary workarounds, contact details and expected follow-up where support exists. In the fictional service, A transcript and accessible document request route are offered while videos are repaired. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

A workaround should not impose unreasonable delay or burden. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Offer Accessible Alternatives and Workarounds”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 10 OF 15

10. Design an Accessible Feedback Route

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Why this move matters

Specify channels, information requested, privacy, response expectations, urgent handling and support for different communication needs.

Write for the person who encountered a barrier

Specify channels, information requested, privacy, response expectations, urgent handling and support for different communication needs. In the fictional service, Users can report the page, task, barrier and preferred contact method without navigating the broken form. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

A contact route that is itself inaccessible solves nothing. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Design an Accessible Feedback Route”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 11 OF 15

11. Explain Complaint and Enforcement Routes Carefully

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Why this move matters

Name internal escalation and applicable external routes only when verified, with jurisdiction and limits.

Write for the person who encountered a barrier

Name internal escalation and applicable external routes only when verified, with jurisdiction and limits. In the fictional service, An unresolved barrier can move from the service desk to an accountable accessibility owner. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

Do not invent legal rights, deadlines or regulators. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Explain Complaint and Enforcement Routes Carefully”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 12 OF 15

12. Prioritise Remediation and Publish Progress

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Why this move matters

Explain repair priorities, ownership, target dates where authorised, interim access and evidence of completion.

Write for the person who encountered a barrier

Explain repair priorities, ownership, target dates where authorised, interim access and evidence of completion. In the fictional service, Critical form barriers are repaired before cosmetic issues, with accessible alternatives maintained. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

A date should not be promised without authority and resources. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Prioritise Remediation and Publish Progress”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 13 OF 15

13. Address Documents, Media and Third-Party Content

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Why this move matters

Explain PDFs, office files, captions, audio description, maps, embeds, platforms and user-generated material separately.

Write for the person who encountered a barrier

Explain PDFs, office files, captions, audio description, maps, embeds, platforms and user-generated material separately. In the fictional service, The statement distinguishes authored PDFs from an external booking widget and gives routes for both. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

Third-party ownership does not remove the user's barrier. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Address Documents, Media and Third-Party Content”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 14 OF 15

14. Make the Statement Easy to Find and Use

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Why this move matters

Use consistent link names, multiple discovery points, meaningful headings, readable language and an accessible page itself.

Write for the person who encountered a barrier

Use consistent link names, multiple discovery points, meaningful headings, readable language and an accessible page itself. In the fictional service, The site links Accessibility from the footer, help area and relevant form errors. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

A perfect statement hidden in a sitemap may not help anyone. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Make the Statement Easy to Find and Use”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

CHAPTER 15 OF 15

15. Date, Own and Review the Statement

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Why this move matters

Publish preparation and update dates, owner, evidence changes, feedback themes, platform releases and review triggers.

Write for the person who encountered a barrier

Publish preparation and update dates, owner, evidence changes, feedback themes, platform releases and review triggers. In the fictional service, The owner reviews after a redesign, new document library and significant feedback. Describe the affected content or function in plain language, the barrier, an accessible alternative and how to ask for help.

Connect claims to an assessment scope

State which pages, apps, versions, technologies, devices and assistive technologies were tested, by whom, when and with which method. Do not turn a partial check into a site-wide claim.

Make limitations and repair routes useful

Name known limitations without blaming users, explain current alternatives, give an accessible contact route and state what is being improved. A limitation entry should help someone act now.

Keep the statement current and findable

A current date should reflect real review, not automatic page refresh. Put the statement where users can find it, date it, assign an owner, log feedback and update it after significant content, platform, standard or testing changes.

Student, parent and career transfer

Make one evidence card for “Date, Own and Review the Statement”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports content design, education, web development, user research, accessibility, communications, product management, procurement, public service and quality assurance without promising a grade, admission, funding decision or job.

PRACTICE LAB

Build a accessibility statement decision trail

Student route

1. Choose one original report inside this guide’s scope.
2. Copy its objective and underline actor, action, context, evidence and intended decision.
3. Draw the specific reasoning chain used in this article.
4. Mark each step reported, inferred, contested or unknown.
5. Rewrite the conclusion so it preserves the narrowest important limitation.

Parent or teacher route

Ask the learner to explain turn an accessibility commitment into a findable, plain-language account of what was assessed, what works, what is limited, how users can get help and what will improve twice: once to a classmate and once to a method specialist. Praise a precise correction and a well-stated unknown; both show disciplined attention to evidence.

Early-career route

Create a one-page accessibility statement audit with source link, date checked, scope, method logic, decisive wording, contrary evidence, limit and next action. A colleague should be able to continue without guessing.

Continue with eduKate’s guides to reading course and career information and giving useful feedback in group projects.

USEFUL NEXT READING

Connect this narrow owner to its neighbour

Read the service-blueprint guide for a related but different reader job. Return here when the question is specifically how to turn an accessibility commitment into a findable, plain-language account of what was assessed, what works, what is limited, how users can get help and what will improve. Use each guide for the reader task named in its heading.

For English practice across research, school and career communication, visit the Singapore English Tuition Centre learning site.

FREQUENTLY ASKED QUESTIONS

Questions students and parents often ask

Is an accessibility statement the same as an audit report?

No. It communicates useful information to users and may link to assessment evidence; it is not the assessment itself.

Should it say the site is fully accessible?

Only if the claim is supported for the stated scope and standard; broad unsupported claims should be avoided.

What known limitations should be listed?

Limitations that affect users, with the affected content or function, impact, alternative and improvement status.

Is automated testing enough?

No. Automated checks help but do not cover all requirements or user experiences.

Where should the statement be linked?

In consistent, prominent places such as the footer, help area, sitemap and relevant support routes.

How often should it be updated?

After significant service, content, standard or evidence changes and on a scheduled review cadence.