Department of Innovation, Development, Education, and Assessment
Digital Accessibility
What is Digital Accessibility?
Digital accessibility means ensuring that all students, including those with disabilities, can access and benefit from digital content, platforms, and tools in an equally effective and equally integrated manner.
- Disabled students must receive all the educational benefits provided by the technology in an equally effective and equally integrated manner, as compared to people without disabilities.
- Accessibility applies to all programs, services, and activities under Section 504 of the Rehabilitation Act and the ADA Title regulations — not just academic content. This includes everything from learning management systems (LMS) and course materials to advising systems, student portals, and institutional websites.
- “Accessibility is a civil right, not a checklist.”- Eve Hill
- In higher education, digital accessibility ensures all students can fully participate in the learning experience, regardless of ability, learning modality, or disclosure status.
- Proactive accessibility benefits all learners — features like captions, clear navigation, and readable content support students with and without disabilities, improving overall learning and engagement.
Learn about two Federal civil rights laws relevant to digital accessibility in the educational context: Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act.
Digital Accessibility Video: Three Points About the Law
Transcript of the Digital Accessibility Video: Three Points About the Law
Web Content Accessibility Guidelines(WCAG)
The Web Content Accessibility Guidelines (WCAG) are internationally recognized standards developed by the World Wide Web Consortium (W3C) to ensure digital content is usable by individuals with a wide range of disabilities.
WCAG 2.1 Level AA is the current legal standard for digital accessibility under ADA Title II and applies to public higher education institutions.
These guidelines are based on four core principles:
Perceivable: Information and interface elements must be presented in ways all users can detect — regardless of sensory differences.
Example: Alt text for images, captions for videos, sufficient color contrast.Operable: Users must be able to navigate and interact with content using a keyboard or assistive technologies — not just a mouse.
Example: Ensuring that buttons, links, and forms can be accessed without a touchscreen or mouse.Understandable: Content and navigation should be clear, consistent, and predictable.
Example: Logical reading order, clearly labeled buttons, and consistent layouts.Robust: Content must be compatible with current and future assistive technologies, such as screen readers and voice recognition software.
Adhering to WCAG 2.1 Level AA ensures our digital environments are inclusive, legally compliant, and usable by all students — including those who rely on assistive technologies.
Meet some students and parents with disabilities and learn how they interact with and use technology.
.
How Some People with Disabilities Use Technology Video
Transcript of How Some People with Disabilities Use Technology
Understanding the ADA and Why It Matters for Faculty
The Americans with Disabilities Act (ADA) is a civil rights law protecting individuals with disabilities from discrimination — including in education. While early ADA enforcement focused on physical spaces (e.g., ramps, interpreters), ADA Title II now directly applies to digital content at public colleges and universities.
Legal Obligations in Higher Education
Accessibility is not optional — it's required under:
- ADA Title II (1990): Applies to all digital services and communications at public institutions.
- Section 504 of the Rehabilitation Act (1973): Requires that all programs, services, and activities — not just academics — be accessible.
Institutions must ensure “effective communication” for students with disabilities across websites, course content, and learning platforms.
What’s New in the Law (2024 ADA Title II Update)
In 2024, the U.S. Department of Justice issued revised regulations that significantly expand enforcement of digital accessibility. While institutions serving over 50,000 people must be fully compliant by April 24, 2026, the court ruling in Ellerbee v. State of Louisiana (2025) confirmed that institutions must already comply with the ADA's digital accessibility requirements.
Key Updates Faculty Should Know
- Full Digital Accessibility Is Mandatory
All instructional content — including PDFs, videos, PowerPoints, and LMS content — must be perceivable, operable, understandable, and robust.
- Multimedia Must Be Accessible
Videos, lectures, podcasts, and audio must include accurate captions and transcripts.
- Mobile and LMS Platforms Are Covered
Content must be accessible across mobile apps and LMS platforms like Canvas, Blackboard, or Moodle. Ensure materials are keyboard-navigable, captioned, and screen-reader compatible.
- Third-Party Tools Are Your Responsibility
When using publisher content, YouTube, or embedded tools, you must verify accessibility or provide alternatives.
- Full Digital Accessibility Is Mandatory
Why It Matters: Equity, Risk, and Student Success
Ignoring digital accessibility has real consequences for institutions and learners.
Inaccessible Content Contributes To:
- Student isolation and decreased retention
- Lower faculty ratings by students with disabilities
- Legal risk and federal non-compliance penalties
Accessibility Gaps Impact Success and Inclusion |
|---|
|
|
|
|
|
National Disability Center for Student Success. (2025). Access leads to achievement: A national report on disabled college student experiences. Institute for Education Sciences, U.S. Department of Education. https://nationaldisabilitycenter.org
The New ADA regulations: What should Faculty know video and transcript
💡 Reflection Prompt: Are your course materials welcoming and usable for everyone - including students with visual, hearing, cognitive, or mobility disabilities?