Digital accessibility law is changing. Learn more about the new Title II ADA rule, which goes into effect April 26, 2026.

Author’s Note: I am not a lawyer, and this article does not represent legal advice. It is intended to help faculty better understand upcoming changes to digital accessibility law. 

In April 2024, the U.S. Department of Justice published a final rule regarding Title II of the Americans with Disabilities Act (ADA). Title II requires that state and local government entities, including public universities, ensure equal access for people with disabilities. What this has meant for digital technology and web content has often been unclear and patchwork. The Title II rule is designed to provide clarity and consistency by establishing the technical standards necessary for digital technology and web content, specifically Web Content Accessibility Guidelines (WCAG) 2.1 Level AA. 

Here’s the upshot of all that technical language: Beginning April 26, 2026, all digital technologies used in courses must be accessible, and all course content provided through digital means (such as Canvas) must be accessible. 

Digital Accessibility: Platforms and Content 

Let’s unpack that. What does it mean for all digital technologies and all course content to be accessible? 

Digital accessibility often involves two layers: the platform and the content. Consider, for example, a Facebook post. For users with disabilities to fully engage, the Facebook platform needs to be accessible so that these users can navigate to the post and engage with the platform’s features. Additionally, the post itself must be accessible so that the users can have an equivalent experience. 

In other words, accessible platforms aren’t enough and accessible content isn’t enough: you need both for digital accessibility. 

The same principle is true of our courses: both the digital platforms (Canvas and other instructional technologies) and the digital content (learning materials, activities, assignments, exams, etc.) must be accessible. 

Of course, as a teacher you can’t be expected to assess an entire platform’s accessibility. That’s why platform accessibility is largely the responsibility of the institution adopting the technology. For example, Ball State University faculty can safely expect students to use any instructional technology that is licensed by the university, such as Canvas, Panopto, and Microsoft Office. These platforms have been vetted for accessibility, so you don’t have to worry about them. 

If you do choose to use a technology not licensed by the institution, you still have options. You can request the technology through the appropriate channels at your institution (at Ball State, this involves submitting a New Software Request, which undergoes a rigorous review process for accessibility, data privacy, and more). 

Additionally, it is often worth conducting research before requesting technology through appropriate channels. While there are no definitive signs that a platform is accessible, look for platforms that openly share a Voluntary Product Accessibility Template (VPAT) and indicate that they meet WCAG 2.1 standards. Many technologies will also provide additional accessibility documentation. For example, Canvas provides accessibility standards that detail their own testing procedures. 

You can also inquire about accessibility with a representative from the company – if they hedge or deflect, that is a red flag that the platform likely has critical accessibility issues. 

What the Title II Rule Means for Course Content 

Platform accessibility is only one half of the picture: you also need all course content to be accessible. Where platform accessibility is largely the responsibility of the institution, content accessibility is largely your responsibility as a teacher. 

Course content includes everything you share in your course with students. Accessibility concerns are particularly prominent for: 

• PowerPoint slides (such as lecture slides) 

• Images included in the course site, slide decks, and/or readings 

• Video content 

• PDF readings or handouts 

• Course syllabus 

The Title II rule specifies that content must meet the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA. 

WCAG 2.1 standards fall into four categories with the acronym POUR: 

• Perceivable: “Information and user interface components must be presentable to users in ways they can perceive.” This includes items such as alt text for images, captions for video, transcripts for video and audio, color contrast, and more. 

• Operable: “User interface components and navigation must be operable.” This includes items such as keyboard navigation, clear section headings, and standalone hyperlink anchor text. 

• Understandable: “Information and the operation of the user interface must be understandable.” This includes items such as consistent navigation and readable language. 

• Robust: “Content must be robust enough that it can be interpreted by a wide variety of user agents, including assistive technologies.” This category is largely technical and relates to the code base of technologies and content. 

These standards apply to all content provided as part of a course, including any Canvas content, syllabus and other course documents, assigned readings, quizzes, and more. 

If you’re looking for a good starting point to learn about digital accessibility, check out our self-paced course: Make Your Canvas Course Accessible. This course provides you with eight steps to address Canvas content accessibility. We will also be updating this resources in the coming months with more information about WCAG 2.1 Level AA. The advice in this course already closely aligns with these standards. 

Conclusion 

At this point, you may be wondering about your own requirements as a faculty member. While Ball State is currently working to solidify policies regarding the new Title II rule, you can expect platform accessibility to be the responsibility of the institution when the technology is licensed by the institution. Content accessibility, on the other hand, is typically the responsibility of the content creator (teacher). 

Institutions provide resources and support for content accessibility, but it also falls to the content creators to craft accessible content. As such, we recommend familiarizing yourself with digital accessibility principles by enrolling in Make Your Canvas Course Accessible. 

Accessibility is a journey, taken one step at a time – if you haven’t begun that journey yet, there is no better time than now.