Merge pull request #1109 from mi6/develop

Develop -> Main
mi6 · Sep 5, 2024 · dbff0eb · dbff0eb
2 parents 02ed4ec + 670b736
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diff --git a/CONTRIBUTING.md b/CONTRIBUTING.md
@@ -159,13 +159,16 @@ Follow these steps when making a commit:
 If you need to make changes to a commit (for example, after receiving comments on a PR), follow these steps:
 
 1. **If you're amending the most recent commit:**
+
    - Stage your changes using `git add` and include the files you want to update.
    - Run `git commit --amend --no-edit` to amend the most recent commit without changing the commit message.
    - The Commitizen prompt will still appear as if you are making a new commit. Exit the prompt (usually by pressing Ctrl+C).
    - Push the changes to the remote repository using: `git push --force`.
 
 2. **If you're amending an older commit:**
+
    - Use `git rebase` to modify an older commit. For example, to modify commit `a1312407`, run:
+
      ```sh
      git rebase --interactive a1312407
      ```
@@ -175,13 +178,15 @@ If you need to make changes to a commit (for example, after receiving comments o
    - Save the file and exit. Git will interpret and automatically execute the commands in the file, placing you in the state just after creating commit `a1312407`.
 
    - Amend the commit by making your changes and then running:
+
      ```sh
      git commit --all --amend --no-edit
      ```
 
    - The Commitizen prompt will still appear as if you are making a new commit. Exit the prompt (usually by pressing Ctrl+C).
 
    - Continue the rebase process by running:
+
      ```sh
      git rebase --continue
      ```

diff --git a/audit-ci.json b/audit-ci.json
@@ -25,6 +25,8 @@
     "GHSA-35jh-r3h4-6jhm",
     "GHSA-2p57-rm9w-gvfp",
     "GHSA-3h5v-q93c-6h6q",
-    "GHSA-25hc-qcg6-38wj"
+    "GHSA-25hc-qcg6-38wj",
+    "GHSA-952p-6rrq-rcjv",
+    "GHSA-4vvj-4cpr-p986"
   ]
 }
diff --git a/package-lock.json b/package-lock.json
diff --git a/package.json b/package.json
@@ -11,13 +11,13 @@
     "@mdx-js/mdx": "^1.6.22",
     "@mdx-js/react": "^1.6.22",
     "@stackblitz/sdk": "^1.9.0",
-    "@ukic/canary-docs": "^2.0.0-canary.18",
-    "@ukic/canary-react": "^2.0.0-canary.22",
-    "@ukic/canary-web-components": "^2.0.0-canary.22",
-    "@ukic/docs": "^2.13.0",
-    "@ukic/fonts": "^2.6.1",
-    "@ukic/react": "^2.26.0",
-    "@ukic/web-components": "^2.26.0",
+    "@ukic/canary-docs": "^2.0.0-canary.20",
+    "@ukic/canary-react": "^2.0.0-canary.24",
+    "@ukic/canary-web-components": "^2.0.0-canary.24",
+    "@ukic/docs": "^2.13.1",
+    "@ukic/fonts": "^2.6.2",
+    "@ukic/react": "^2.27.1",
+    "@ukic/web-components": "^2.27.1",
     "@xmldom/xmldom": "^0.8.4",
     "audit-ci": "^6.6.1",
     "clsx": "^1.1.1",

diff --git a/src/content/structured/accessibility/definition.mdx b/src/content/structured/accessibility/definition.mdx
@@ -3,7 +3,7 @@ path: "/accessibility/introduction/definition"
 
 navPriority: 1
 
-date: "2022-11-15"
+date: "2024-08-29"
 
 title: "Defining accessibility"
 
@@ -22,13 +22,9 @@ We use the term ‘accessible’ to mean that someone isn’t excluded from some
     target="_blank"
     href="https://www.scope.org.uk/about-us/social-model-of-disability/"
     rel="noreferer noopener nofollow"
-    id="fn-1"
   >
     Social Model of Disability
   </ic-link>{" "}
-  <sup id="ref-1">
-    <a href="#fn-1">1</a>
-  </sup>
   .
 </p>
 
@@ -48,36 +44,6 @@ In fact, we need to consider a lot of needs people may have, like motor impairme
 
 Accessible apps are always more usable for people who don't have accessibility needs. If you become skilled at considering accessibility, you'll always end up with a better product.
 
-Sometimes apps and services are designed for the 'perfect user'<sup id="ref-2"><a href="#fn-2">2</a></sup> or only the users we have access to. These might be usable, but that doesn't mean they're accessible.
-
 Something can be accessible to some people while being inaccessible to others. An app with a real-time data table might work really well for sighted users and those who use a screen reader.
 
 However, if someone has a different reading comprehension or has anxiety from information overload, they may experience significant issues if table rows are rapidly changing or flashing.
-
-## References
-
-<p>
-  1.{" "}
-  <ic-link
-    target="_blank"
-    href="https://www.scope.org.uk/about-us/social-model-of-disability/"
-    rel="noreferer noopener nofollow"
-    id="fn-1"
-  >
-    Social model of disability
-  </ic-link>{" "}
-  .<i> Scope</i>. Accessed 5 November 2022. <a href="#ref-1">Back to content</a>
-</p>
-<p>
-  2.{" "}
-  <ic-link
-    target="_blank"
-    href="https://accessibility.blog.gov.uk/2016/05/16/what-we-mean-when-we-talk-about-accessibility-2/"
-    rel="noreferer noopener nofollow"
-    id="fn-2"
-  >
-    Accessibility in government. What we mean when we talk about accessibility
-  </ic-link>{" "}
-  .<i> Alistair Duggin, UK Government Digital Service</i>. 16 May 2016. Accessed
-  5 November 2022. <a href="#ref-2">Back to content</a>
-</p>
diff --git a/src/content/structured/accessibility/introduction.mdx b/src/content/structured/accessibility/introduction.mdx
@@ -3,7 +3,7 @@ path: "/accessibility/introduction"
 
 navPriority: 0
 
-date: "2023-02-03"
+date: "2024-08-29"
 
 title: "Introduction to accessibility"
 
@@ -16,7 +16,17 @@ contribute: "https://github.com/mi6/ic-design-system/tree/main/src/content/struc
 
 Accessibility is not just about disability; it covers a wide range of needs from temporary motor impairments and blindness, to neurological diversity like dyslexia and anxiety.
 
-One in five people in the UK have a disability<sup id="ref-1"><a href="#fn-1">1</a></sup> and up to 15% of people are neurodiverse<sup id="ref-2"><a href="#fn-2">2</a></sup>.
+<p>
+  One in five people in the UK have a disability. You can{" "}
+  <ic-link
+    target="_blank"
+    href="https://www.scope.org.uk/media/disability-facts-figures/"
+    rel="noreferer noopener nofollow"
+  >
+    read Scope disability facts and figures
+  </ic-link>{" "}
+  for more information.
+</p>
 
 There are also many people who might have temporary accessibility needs and wouldn't identify as having them.
 
@@ -31,31 +41,3 @@ A person born with one arm, a person with a broken wrist and a person holding a
 Accessibility and inclusive design aren't restricted to a small community with life-changing needs.
 
 Read more about examples of [disabilities, impairments and neurological diversity](/accessibility/needs).
-
-## References
-
-<p>
-  1.{" "}
-  <ic-link
-    target="_blank"
-    href="https://www.scope.org.uk/media/disability-facts-figures/"
-    rel="noreferer noopener nofollow"
-    id="fn-1"
-  >
-    Disability facts and figures
-  </ic-link>{" "}
-  .<i> Scope</i>. Accessed 5 November 2022. <a href="#ref-1">Back to content</a>
-</p>
-<p>
-  2.{" "}
-  <ic-link
-    target="_blank"
-    href="https://adhdaware.org.uk/what-is-adhd/neurodiversity-and-other-conditions/"
-    rel="noreferer noopener nofollow"
-    id="fn-2"
-  >
-    Neurodiversity and other conditions
-  </ic-link>{" "}
-  .<i> ADHD Aware</i>. Accessed 3 February 2023.{" "}
-  <a href="#ref-2">Back to content</a>
-</p>
diff --git a/src/content/structured/accessibility/needs/auditory.mdx b/src/content/structured/accessibility/needs/auditory.mdx
@@ -20,7 +20,18 @@ People will have different degrees of a hearing impairment. Profoundly or severe
 
 A hearing impairment can include things like finding issues with background noise through to side effects of medicines.
 
-11 million people in the UK are d/Deaf or hard of hearing<sup id="ref-1"><a href="#fn-1">1</a></sup> and 70% state that their hearing loss sometimes prevented them from fulfilling their potential at work<sup id="ref-2"><a href="#fn-2">2</a></sup>.
+<p>
+  11 million people in the UK are d/Deaf or hard of hearing. You can{" "}
+  <ic-link
+    target="_blank"
+    href="https://rnid.org.uk/about-us/research-and-policy/facts-and-figures/"
+    rel="noreferer noopener nofollow"
+  >
+    read the Royal National Institute for Deaf People (RNID) auditory facts and
+    figures
+  </ic-link>{" "}
+  for more information.
+</p>
 
 ## Examples of hearing impairments
 
@@ -51,34 +62,3 @@ Make sure any audio information is available in text.
 For all audio content (including videos with audio) you must provide [subtitles and a transcript](/accessibility/requirement/subtitles-transcripts-captions). Subtitles must not be embedded (rendered) into the video as they need to be readable using assistive technologies.
 
 Don't rely on automated subtitling and transcription because it might be inaccurate. Always check any automated subtitles and transcripts for accuracy.
-
-## References
-
-<>
-  <p>
-    1.{" "}
-    <ic-link
-      target="_blank"
-      href="https://rnid.org.uk/about-us/research-and-policy/facts-and-figures/"
-      rel="noreferer noopener nofollow"
-      id="fn-1"
-    >
-      Facts and figures
-    </ic-link>{" "}
-    .<i> RNID</i>. Accessed 5 November 2022.{" "}
-    <a href="#ref-1">Back to content</a>
-  </p>
-  <p>
-    2.{" "}
-    <ic-link
-      target="_blank"
-      href="https://www.england.nhs.uk/wp-content/uploads/2017/09/hearing-loss-what-works-guide-employment.pdf"
-      rel="noreferer noopener nofollow"
-      id="fn-2"
-    >
-      What works: Hearing Loss and Employment
-    </ic-link>{" "}
-    .<i> NHS England</i>. Accessed 5 November 2022.{" "}
-    <a href="#ref-2">Back to content</a>
-  </p>
-</>{" "}