Accessibility Statement

Jamk University of Applied Sciences is committed to making PEPPI – Teacher’s Desktop accessible, in accordance with Act on the provision of digital services 306/2019.

This accessibility statement applies to PEPPI – Teacher’s Desktop (opettaja.peppi.jamk.fi) and was last reviewed on 25/05/2021.

Compliance status

This website is partially compliant with the Web Content Accessibility Guidelines version 2.1 AA standard, due to the non-compliances listed below.

Non-accessible content

The content listed below is non-accessible according to the Act on the provision of digital services 306/2019.

The following non-compliances apply (the WCAG criteria, not being followed marked in the brackets):

There are poor contrast ratios between texts and the background colours, e.g. light grey on white, green on white, red on white. (1.4.3).
There are icons with poor contrast ratios, e.g. markings that combine white and green, blue on white, white on orange and the graphics on add note button. (1.4.11).
Some information is conveyed through colour only (1.4.1), e.g. distinguishing required, optional, or alternative study modules on the ISP page and the graph that shows the study progress of the students.
There is no way to dismiss the additional content (e.g. menu, tool tips or calendar input field elements) without moving pointer hover. (1.4.13).
There is a time limit that can’t be adjusted, turned off or extended. (2.2.1).
There are animations (e.g. on the ISP page) that can’t be stopped or hidden. (2.2.2).
The keyboard focus indicator is not visible on several elements (2.4.7), e.g. the language selector in the main navigation, the user menu, and the drop-down menus on the ISP page.
Some functions cannot be operated through a keyboard interface (2.1.1), e.g.:
- dropdown menus in the main navigation (also on 320 px screen size)
- different links and buttons, e.g.
  - Messages, Notifications, and Calendar elements on the front page
  - download links under the repots button
  - several buttons on the Scheduling tab under the ISP page
  - wrench icon links
  - the linking button and recipient adding on the Create task modal
  - the calendar buttons in My Calendar
  - the hamburger menu in the mobile size
- most of the elements in the Add Studies to ISP modal
- accordions
- tooltips
- the buttons that only appear on mouse hover, e.g. Favourites and Links on the frontpage
- status or error messages and closing them
- drag & drop elements.
Some information is not accessible through a keyboard interface (2.1.1), e.g.:
- ○ descriptions of the top bar functions as well as other tool tips
- the shortened texts on many tables.
Keyboard focus is not visible on all elements, e.g. the language selection element, user information and the drop-down menus on the ISP page. (2.4.7)
Several text fields lack the visual or programmatic label, the label hasn’t been linked to the fields properly, or the label is not descriptive enough. (3.3.2, 4.1.2)
Some form elements have been marked in such a way that the user can’t get enough information about their functionalities or the functions are difficult to understand (1.1.1, 1.3.1, 4.1.2), e.g.:
- text fields with auto-search
- drop-down menus
- the buttons that show or hide content (e.g. on the ISP table)
- buttons with icons
- the content of the Room reservation calendar and its functions
- accordions
- tabs
- Progress Indicator.
The text field instructions have not always been linked with the corresponding field but can only be found under separate buttons. (1.3.1, 3.3.2)
Some buttons have not been marked as buttons. (1.3.1, 4.1.2)
The state of a button is not always marked programmatically. (1.3.1)
Using some components alters the content of the page, which can’t be determined from how the component functions, how it’s marked, or the textual context (1.3.1), e.g.:
- radio buttons used to select studies
- drop-down menus.
Checkboxes and radio buttons that belong to the same category have not been grouped properly, which makes it difficult to understand them. (1.3.1, 3.3.2).
Some tables have not been marked as tables programmatically. (1.3.1, 4.1.2)
There are other deficiencies in tables (1.3.1), e.g.:
- some have empty columns
- there are no programmatical headers, or the heading rows are missing completely.
The overall information, structure, and relationships of the site conveyed through presentation cannot be programmatically determined, which can make it difficult to understand (1.3.1, 2.4.1), e.g.:
- Many pages have two nested main elements.
- The side navigation hasn’t been marked as such.
- Lists have been used to layout the form fields.
- Tabs have not been marked as tabs.
- The current page or tab has not been marked.
- New (unread) messages have not been marked programmatically.
Error and feedback messages have not been marked in such a way that they would be read aloud automatically with a screen reader. (4.1.3)
Required and incorrect fields have not been marked properly. (3.3.1, 3.3.2)
The reading sequence has faults that affect its meaning (1.3.2, 2.4.3), e.g.:
- some buttons are read in an order different from how they are visually presented, e.g. before the headings they refer to
- the reading order of the graph
- in modals, the reading order is often confusing and closing the modal moves the focus to the beginning of the page.
There are picture links and icons that have no text alternatives. (1.1.1)
There are graphs that include text and are only presented as pictures but don’t have any text alternatives. (1.1.1, 1.4.5)
Headings have not been marked as headings in all occasions, or headings that should be hierarchically different are marked the same. (1.3.1)
The service is not completely usable when the text is resized up to 200 % (1.4.4) and when scaled up. (1.4.10)
The language is not always properly determined. (3.1.2)
Sometimes the focus jumps unpredictably when some buttons are pressed or radio buttons selected e.g. on the Curricula search page. (3.2.1)
Changing the value of some elements causes instant and unpredictable changes on the page, which hasn’t been communicated to the user beforehand. (3.2.2)
The user can generate non-accessible PDFs

Some of the deficiencies mentioned above are aimed to be fixed during the year 2021.

This accessibility statement will be updated as the deficiencies are being fixed.

Jamk Employees can request the content in an accessible form. Employees have the right to get support and advice on how to use the Teacher’s Desktop through a feedback form.

Preparation of this accessibility statement

This statement was prepared on 23 October 2020.

The statement is based on accessibility evaluation, if the service fills the requirements in accordance to the Act on the provision of digital services 306/2019, conducted by Eficode Oy.

Feedback and contact information

Did you notice a deficiency in accessibility? You can inform us, as well as give feedback about the accessibility of our service through a feedback form.

If you notice any accessibility deficiencies on the website, please contact the administration of the service first. As per the law, Jyväskylä University of Applied Sciences aims to reply to all the feedback within two weeks. If you are not satisfied with the reply, please inform the Regional State Administrative Agency for Southern Finland.

Enforcement procedure

If you notice any accessibility deficiencies on the site, please first send feedback to us, i.e. the site administrator. It may take us up to 14 days to reply. If you are not satisfied with the reply or do not receive a reply at all within two weeks, you can notify the Regional State Administrative Agency for Southern Finland.

Contact information of the regulatory authority

Regional State Administrative Agency for Southern Finland (Etelä-Suomen aluehallintovirasto)
Accessibility control unit (Saavutettavuuden valvonnan yksikkö)
Accessibility requirements web service (available in Finnish and Swedish): www.saavutettavuusvaatimukset.fi
saavutettavuus(a)avi.fi
Telephone switchboard 0295 016 000