Even as the Trump administration slashes critical funding for services that support people with disabilities, public institutions are scrambling to meet rigorous accessibility standards stipulated by the Americans with Disabilities Act (ADA).
This paradox presents a challenge for educators like myself. On the one hand, children with disabilities face diminished access to equitable education due to cuts to Medicaid and the Department of Education. On the other hand, ADA regulations offer a vital and long-overdue step toward digital accessibility in our public schools and universities.
ADA Title II regulations, updated in April 2024, require public entities to meet digital accessibility standards. At the public university level, many professors, staff, and administrators are beginning to grapple with what it means to ensure that digital content in classrooms is accessible — by 2026 for entities serving a population of 50,000 or more, and by 2027 for those serving fewer. This effort is guided by the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA, a widely recognized set of standards designed to make digital content usable for all.
To be sure, this mandate places significant demands on staff, administrators and faculty. I have heard colleagues at various universities voice their frustrations. Many feel overwhelmed by the workload of updating course materials, uncertain where to begin, and even questioning the necessity of the effort, wondering, for example, whether it is needed if there are no blind or deaf students currently enrolled in their classes. This is why ensuring that instructors and staff understand both how to make materials accessible and, more importantly, why it matters is not just helpful—it’s essential.
Over one billion people worldwide have a disability, according to the World Health Organization. In our classrooms, many students live with disabilities, some visible, others less apparent, including those related to neurodiversity, chronic illness or mental health.
Individuals with dyslexia may rely on screen readers or audio versions of course materials. Students with ADHD may benefit from simplified layouts to maintain focus. Captions can support students who are learning in a second language or studying in noisy, shared spaces. Likewise, students with color blindness may struggle to interpret color-coded charts or slides, and benefit from designs that use text labels or patterns in addition to colors.
Accessibility is not just for a few; it’s for everyone. When we design with inclusion in mind, we create learning environments that support the diversity of our students.
Accessible syllabi, lecture slides and course websites are more than just boxes to check—they create equitable opportunities for learning and ensure that everyone can fully participate in education.
During an accessible design workshop my students and I conducted with middle school students and their parents, a parent who works at a university shared how the session reshaped her perspective on accessibility and Title II. What had once felt like a burdensome workplace requirement became a meaningful practice. By learning about the challenges people with disabilities face when software is inaccessible, and engaging with videos and hands-on activities, she gained a deeper appreciation for the importance of making content accessible.
As universities rush to update digital materials to meet accessibility standards and create workshops for faculty, staff, and teaching assistants, it is crucial to focus not only on meeting legal requirements but also on remembering why accessibility is essential. It’s not just about mandates; it’s about promoting equal access to education.
Institutions can take this moment to invest in accessibility training that goes beyond compliance and fosters understanding. Using videos, case studies, and hands-on activities can help illustrate why accessibility is important. This mandate presents an opportunity for universities to reimagine their approach to education, ensuring access for all learners.
In addition to considering software accessibility, it’s also important to reflect on accessibility within our teaching practices. These changes benefit not only neurodiverse students but all learners. Simple adjustments, such as offering additional formats for lectures, like recorded videos or written summaries can make content more accessible. Providing flexible assessment options, such as project-based assignments, can support students who struggle with traditional testing formats.
As federal budget cuts jeopardize the education, research and services for people with disabilities, the future feels more uncertain than ever.
ADA and its Title II provisions are more vital than ever. Public universities and institutions must remain committed to creating inclusive learning environments for all students.
