Overview
This article answers common questions about digital accessibility in higher education. While not every question may relate directly to your role, understanding these principles helps ensure consistent guidance across the institution.
Frequently Asked Questions
Can I give students with disabilities a different assignment or excuse them from completing course work?
Generally, no.
Students with disabilities should have equitable access to the same learning objectives and educational opportunities as their peers. Accommodations are intended to remove barriers—not change the essential requirements of a course.
Alternative assignments or exemptions should only be considered when:
- An accommodation has been approved through NIC's Disability Support Services.
- The original activity is not an essential requirement of the course.
- An equivalent learning outcome can be achieved.
If you are unsure, consult Disability Support Services before modifying course requirements.
Can my content be creative and still be accessible?
Absolutely.
Accessibility and creativity work well together. Accessible design encourages flexible, inclusive approaches that benefit everyone. Features such as meaningful visuals, interactive activities, multimedia, and engaging layouts can all be accessible when designed intentionally.
Examples include:
- Captioned videos
- Well-structured documents
- Color combinations with sufficient contrast
- Images with descriptive alternative text
- Interactive activities that are keyboard accessible
Designing for accessibility expands participation rather than limiting creativity.
Should I avoid using videos if someone in my audience is deaf or hard of hearing?
No.
Videos can be valuable learning tools for all learners. Rather than removing videos, ensure they are accessible by providing:
- Accurate captions
- Transcripts when appropriate
- Audio descriptions when important visual information is not otherwise communicated
Captions also benefit:
- Students learning English
- People in noisy or quiet environments
- Individuals who prefer reading while watching
- Anyone reviewing content without audio
Am I legally required to make my digital content accessible?
Yes.
Public colleges and universities—and many private institutions—have legal obligations to provide accessible digital content under federal disability laws.
These include:
In 2024, the U.S. Department of Justice published updated ADA Title II regulations establishing technical requirements for accessible web content for state and local government entities, including most public higher education institutions. These regulations generally align with the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA.
Lastly, it is worth mentioning NIC Policy & Procedure 3.08.09 - Electronic Information Technology Accessibility.
I use a publisher or third-party materials. Who is responsible for accessibility?
Your institution remains responsible for providing accessible learning experiences.
Before adopting third-party materials or technologies, consider:
- Whether accessibility documentation is available (such as a Voluntary Product Accessibility Template (VPAT®) or Accessibility Conformance Report).
- Whether the product works with assistive technologies.
- Whether accessibility barriers can be addressed if they are identified.
Selecting accessible resources during procurement is far more effective than attempting to remediate inaccessible materials later.
Why is accessibility receiving so much attention now?
As education and institutional services have become increasingly digital, ensuring equal access to online content has become both a legal requirement and an educational best practice.
Institutions are expected to provide accessible digital experiences from the outset rather than waiting until barriers are identified.
How do I learn to make my content accessible?
Many accessibility practices use skills you already have.
Creating accessible documents often involves:
Most common software applications include accessibility tools that make these tasks straightforward.
Does accessibility limit academic freedom?
No.
Accessibility requirements do not determine what you teach. They help ensure that all students have equitable access to course materials and learning opportunities.
Faculty retain control over course content while also meeting legal and institutional accessibility responsibilities.
I've never worked with someone who has a disability. Why does accessibility matter?
You may have.
Many disabilities are invisible, temporary, or undisclosed. In addition, people use accessibility features and assistive technologies for a wide variety of reasons.
Designing accessible content proactively supports:
- Students
- Employees
- Visitors
- Individuals using assistive technologies
- People experiencing temporary injuries or situational limitations
Accessible design improves usability for everyone.
Students with disabilities don't typically work in my field. Why does accessibility matter?
People with disabilities participate in every academic discipline and profession.
It is inappropriate to make assumptions about an individual's abilities or career goals based on a disability. Advances in technology, accommodations, and accessible design continue to expand educational and professional opportunities across all fields.
I don't publish content online. Do I still need to think about digital accessibility?
Yes.
Digital accessibility extends beyond websites and learning management systems.
Examples include:
Even printed materials often begin as digital documents and may need to be provided electronically for use with assistive technology.
Can eLearning, IT, DSS, or accessibility staff make my materials accessible for me?
These teams can often provide:
- Training
- Consultation
- Guidance on accessibility standards
- Technical support
- Accessibility reviews
However, accessibility is a shared responsibility. Content creators are typically responsible for ensuring the materials they develop meet institutional accessibility requirements.
Building accessibility into your work flow is more efficient than correcting issues later.
Accessibility is like ice cream. The longer you wait to start in on it, the messier it gets.
Why is accessibility part of my responsibilities?
Technology, teaching practices, and workplace expectations evolve over time.
Creating accessible content is now considered a standard component of producing high-quality digital materials. Like other professional standards, accessibility helps ensure equal access and compliance with legal and institutional requirements.
If someone requests an accessible version of my materials, how quickly do I need to provide it?
The deadline for the Title II Update to the ADA is on April 26, 2027. At that time, all actively used digital content should proactively be made accessible to Web Content Accessibility Guidelines (WCAG) v 2.1. PDF files have the added requirement of being PDF/UA compliant.
Any material that is not actively used and was created/updated prior to April 26, 2027 is considered legacy and would only need to be made accessible if a Person with a Disability makes a request. The requested material should be made into alternative formats via YuJa Panorama as soon as possible and/or an accessible version of the digital content should be remediated to meet the applicable standards.
The most effective approach is to create accessible materials from the beginning. This proactive approach:
- Improves the experience for all users
- Reduces remediation time
- Supports legal compliance
- Lowers long-term costs and effort
Accessibility is most effective when it is integrated into everyday content creation rather than treated as a separate task.
Instead of making my digital course material accessible, can I just provide a text book instead?
No, this is actually a step backwards. In such a case, you would need to:
- Scan the textbook into a digital format (i.e., PDF)
- Remediate that digital content to be accessible to the associated standards: