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It also contains some commands to use that simplify compiling and creating print queues. The documentation is included in the zip file. The free Xerox Global Print Driver manages Xerox and non-Xerox printers on your network with a single, easy-to-use interface. It dramatically simplifies enterprise printer management for IT managers, making it easy to add and update printers without changing drivers.

The driver package contains the V4 printer driver to be installed using the Windows Add Printer Wizard. Class drivers are included with Windows 8 and Windows RT tablets as a part of the operating system. These drivers offer a basic feature set and the user experience resembles very simple drivers that do not have a customized UI.

Apple Installer Package for the Phaser supporting Includes Xerox printer discovery and print queue creation for quick setup and use. CentreWare for Unix Solaris version 2. Printer package for use with CentreWare for Unix installers.

Refer to the "See Also" section below for complete installation instructions. CentreWare for Unix Solaris i printer driver. Important: To complete the installation, refer to the "See Also" section below.

This driver uses the Add Printer Wizard and offers full support of the printer specific features for the Xerox Phaser Windows 8: Compatible. Downloads and installs the Xerox Desktop Print Experience application. This application extends the feature set available on the Xerox V4 Print Drivers, exposing features such as accounting, secure printing, color adjustments, booklet creation, advanced finishing options, etc, and is required for full feature print functionality for the V4 Print Drivers.

Usage Analysis Tool for Xerox printers. This tool allows system administrators to automatically track printer usage and obtain job accounting records.

Product support Phaser Apply Filters. More details I agree to the Terms and Conditions Download. Xerox Smart Start — Driver Installer. Web-based PostScript Driver Installer. Xerox Global Print Driver. Refer also to guideline 8. Use interim solutions. Use interim accessibility solutions so that assistive technologies and older browsers will operate correctly.

For example, older browsers do not allow users to navigate to empty edit boxes. Older screen readers read lists of consecutive links as one link. These active elements are therefore difficult or impossible to access.

Also, changing the current window or popping up new windows can be very disorienting to users who cannot see that this has happened. The following checkpoints apply until user agents including assistive technologies address these issues. These checkpoints are classified as "interim", meaning that the Web Content Guidelines Working Group considers them to be valid and necessary to Web accessibility as of the publication of this document.

However, the Working Group does not expect these checkpoints to be necessary in the future, once Web technologies have incorporated anticipated features or capabilities.

Many non-W3C formats e. Often, these formats cannot be viewed or navigated with standard user agents including assistive technologies. Avoiding non-W3C and non-standard features proprietary elements, attributes, properties, and extensions will tend to make pages more accessible to more people using a wider variety of hardware and software. When inaccessible technologies proprietary or not must be used, equivalent accessible pages must be provided.

Even when W3C technologies are used, they must be used in accordance with accessibility guidelines. When using new technologies, ensure that they transform gracefully Refer also to guideline 6.

Therefore, validate each page for accessibility and usability after the conversion process refer to the section on validation. If a page does not readily convert, either revise the page until its original representation converts appropriately or provide an HTML or plain text version. Content developers should only resort to alternative pages when other solutions fail because alternative pages are generally updated less often than "primary" pages. An out-of-date page may be as frustrating as one that is inaccessible since, in both cases, the information presented on the original page is unavailable.

Automatically generating alternative pages may lead to more frequent updates, but content developers must still be careful to ensure that generated pages always make sense, and that users are able to navigate a site by following links on primary pages, alternative pages, or both. Before resorting to an alternative page, reconsider the design of the original page; making it accessible is likely to improve it for all users.

Guideline Provide context and orientation information. Provide context and orientation information to help users understand complex pages or elements. Grouping elements and providing contextual information about the relationships between elements can be useful for all users. Complex relationships between parts of a page may be difficult for people with cognitive disabilities and people with visual disabilities to interpret. Checkpoints: Techniques for checkpoint Provide clear navigation mechanisms.

Provide clear and consistent navigation mechanisms -- orientation information, navigation bars, a site map, etc. Clear and consistent navigation mechanisms are important to people with cognitive disabilities or blindness, and benefit all users. Link text should also be terse. In addition to clear link text, content developers may further clarify the target of a link with an informative link title e.

This is commonly referred to as "front-loading" and is especially helpful for people accessing information with serial devices such as speech synthesizers. Another way to create a collection is by building an archive e. The performance improvement gained by offline processing can make browsing much less expensive for people with disabilities who may be browsing slowly. Ensure that documents are clear and simple. Ensure that documents are clear and simple so they may be more easily understood.

Consistent page layout, recognizable graphics, and easy to understand language benefit all users. In particular, they help people with cognitive disabilities or who have difficulty reading. However, ensure that images have text equivalents for people who are blind, have low vision, or for any user who cannot or has chosen not to view graphics.

Using clear and simple language promotes effective communication. Access to written information can be difficult for people who have cognitive or learning disabilities. Using clear and simple language also benefits people whose first language differs from your own, including those people who communicate primarily in sign language.

Automated methods are generally rapid and convenient but cannot identify all accessibility issues. Human review can help ensure clarity of language and ease of navigation. Begin using validation methods at the earliest stages of development. Accessibility issues identified early are easier to correct and avoid. Following are some important validation methods, discussed in more detail in the section on validation in the Techniques Document.

Use an automated accessibility tool and browser validation tool. Please note that software tools do not address all accessibility issues, such as the meaningfulness of link text, the applicability of a text equivalent , etc.

Validate syntax e. Validate style sheets e. Use a text-only browser or emulator. Use multiple graphic browsers, with: sounds and graphics loaded, graphics not loaded, sounds not loaded, no mouse, frames, scripts, style sheets, and applets not loaded Use several browsers, old and new. Use a self-voicing browser, a screen reader, magnification software, a small display, etc. Use spell and grammar checkers. A person reading a page with a speech synthesizer may not be able to decipher the synthesizer's best guess for a word with a spelling error.

Eliminating grammar problems increases comprehension. Review the document for clarity and simplicity. Readability statistics, such as those generated by some word processors may be useful indicators of clarity and simplicity.

Better still, ask an experienced human editor to review written content for clarity. Editors can also improve the usability of documents by identifying potentially sensitive cultural issues that might arise due to language or icon usage.

Invite people with disabilities to review documents. Expert and novice users with disabilities will provide valuable feedback about accessibility or usability problems and their severity. Appendix B.

Applet A program inserted into a Web page. Assistive technology Software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities.

Assistive technology includes wheelchairs, reading machines, devices for grasping, etc. In the area of Web Accessibility, common software-based assistive technologies include screen readers, screen magnifiers, speech synthesizers, and voice input software that operate in conjunction with graphical desktop browsers among other user agents.

Hardware assistive technologies include alternative keyboards and pointing devices. For example ";- " is the smiley emoticon. Backward compatible Design that continues to work with earlier versions of a language, program, etc.

Braille Braille uses six raised dots in different patterns to represent letters and numbers to be read by people who are blind with their fingertips. The word "Accessible" in braille follows: A braille display , commonly referred to as a "dynamic braille display," raises or lowers dot patterns on command from an electronic device, usually a computer. The result is a line of braille that can change from moment to moment.

Current dynamic braille displays range in size from one cell six or eight dots to an eighty-cell line, most having between twelve and twenty cells per line. Content developer Someone who authors Web pages or designs Web sites. Deprecated A deprecated element or attribute is one that has been outdated by newer constructs. Deprecated elements may become obsolete in future versions of HTML. Authors should avoid using deprecated elements and attributes.

User agents should continue to support for reasons of backward compatibility. Device independent Users must be able to interact with a user agent and the document it renders using the supported input and output devices of their choice and according to their needs. Input devices may include pointing devices, keyboards, braille devices, head wands, microphones, and others.

Output devices may include monitors, speech synthesizers, and braille devices. Please note that "device-independent support" does not mean that user agents must support every input or output device. User agents should offer redundant input and output mechanisms for those devices that are supported. For example, if a user agent supports keyboard and mouse input, users should be able to interact with all features using either the keyboard or the mouse.

Document Content, Structure, and Presentation The content of a document refers to what it says to the user through natural language, images, sounds, movies, animations, etc. The structure of a document is how it is organized logically e. An element e. The presentation of a document is how the document is rendered e. An element that specifies document presentation e. Consider a document header, for example. The content of the header is what the header says e.

Finally, the presentation of the header might be a bold block text in the margin, a centered line of text, a title spoken with a certain voice style like an aural font , etc. Most guidelines may be applicable to applications using DHTML, however the following guidelines focus on issues related to scripting and style sheets: guideline 1 , guideline 3 , guideline 6 , guideline 7 , and guideline 9.

Element This document uses the term "element" both in the strict SGML sense an element is a syntactic construct and more generally to mean a type of content such as video or sound or a logical construct such as a header or list. The second sense emphasizes that a guideline inspired by HTML could easily apply to another markup language. Note that some SGML elements have content that is rendered e. An element that causes text characters to be part of the document is called a text element.

Equivalent Content is "equivalent" to other content when both fulfill essentially the same function or purpose upon presentation to the user. In the context of this document, the equivalent must fulfill essentially the same function for the person with a disability at least insofar as is feasible, given the nature of the disability and the state of technology , as the primary content does for the person without any disability. For example, the text "The Full Moon" might convey the same information as an image of a full moon when presented to users.

Note that equivalent information focuses on fulfilling the same function. If the image is part of a link and understanding the image is crucial to guessing the link target, an equivalent must also give users an idea of the link target.

Providing equivalent information for inaccessible content is one of the primary ways authors can make their documents accessible to people with disabilities. As part of fulfilling the same function of content an equivalent may involve a description of that content i. For example, in order for users to understand the information conveyed by a complex chart, authors should describe the visual information in the chart.

Since text content can be presented to the user as synthesized speech, braille, and visually-displayed text, these guidelines require text equivalents for graphic and audio information. Text equivalents must be written so that they convey all essential content. Non-text equivalents e. Equivalent information may be provided in a number of ways, including through attributes e.

Depending on the complexity of the equivalent, it may be necessary to combine techniques e. A text transcript is a text equivalent of audio information that includes spoken words and non-spoken sounds such as sound effects. A caption is a text transcript for the audio track of a video presentation that is synchronized with the video and audio tracks.

Captions are generally rendered visually by being superimposed over the video, which benefits people who are deaf and hard-of-hearing, and anyone who cannot hear the audio e. A collated text transcript combines collates captions with text descriptions of video information descriptions of the actions, body language, graphics, and scene changes of the video track.

These text equivalents make presentations accessible to people who are deaf-blind and to people who cannot play movies, animations, etc. It also makes the information available to search engines.

One example of a non-text equivalent is an auditory description of the key visual elements of a presentation. The description is either a prerecorded human voice or a synthesized voice recorded or generated on the fly. The auditory description is synchronized with the audio track of the presentation, usually during natural pauses in the audio track. Auditory descriptions include information about actions, body language, graphics, and scene changes.

Image A graphical presentation. Image map An image that has been divided into regions with associated actions. Clicking on an active region causes an action to occur. When a user clicks on an active region of a client-side image map, the user agent calculates in which region the click occurred and follows the link associated with that region.

Clicking on an active region of a server-side image map causes the coordinates of the click to be sent to a server, which then performs some action. Content developers can make client-side image maps accessible by providing device-independent access to the same links associated with the image map's regions. Client-side image maps allow the user agent to provide immediate feedback as to whether or not the user's pointer is over an active region. Important Information in a document is important if understanding that information is crucial to understanding the document.

Linearized table A table rendering process where the contents of the cells become a series of paragraphs e. The paragraphs will occur in the same order as the cells are defined in the document source.

Cells should make sense when read in order and should include structural elements that create paragraphs, headers, lists, etc. Link text The rendered text content of a link. Navigation Mechanism A navigation mechanism is any means by which a user can navigate a page or site.

Some typical mechanisms include: navigation bars A navigation bar is a collection of links to the most important parts of a document or site. Most PDAs are used to track personal data such as calendars, contacts, and electronic mail.

A PDA is generally a handheld device with a small screen that allows input from various sources. Screen magnifier A software program that magnifies a portion of the screen, so that it can be more easily viewed. Screen magnifiers are used primarily by individuals with low vision. Screen reader A software program that reads the contents of the screen aloud to a user. Screen readers are used primarily by individuals who are blind.

Screen readers can usually only read text that is printed, not painted, to the screen. Style sheets A style sheet is a set of statements that specify presentation of a document. Style sheets may have three different origins: they may be written by content providers, created by users, or built into user agents. Presentation markup is markup that achieves a stylistic rather than structuring effect such as the B or I elements in HTML.

Note that the STRONG and EM elements are not considered presentation markup since they convey information that is independent of a particular font style. Tabular information When tables are used to represent logical relationships among data -- text, numbers, images, etc.

The relationships expressed by a table may be rendered visually usually on a two-dimensional grid , aurally often preceding cells with header information , or in other formats. Until user agents In most of the checkpoints, content developers are asked to ensure the accessibility of their pages and sites. However, there are accessibility needs that would be more appropriately met by user agents including assistive technologies. As of the publication of this document, not all user agents or assistive technologies provide the accessibility control users require e.

Checkpoints that contain the phrase "until user agents Content developers are encouraged to consult this page regularly for updated information. User agent Software to access Web content, including desktop graphical browsers, text browsers, voice browsers, mobile phones, multimedia players, plug-ins, and some software assistive technologies used in conjunction with browsers such as screen readers, screen magnifiers, and voice recognition software.

That document includes a list of additional contributors. Web Content Accessibility Guidelines 1. Table of Contents Abstract Status of this document 1. Introduction 2. Themes of Accessible Design 2. How the Guidelines are Organized 3.