{"id":955,"date":"2025-02-26T06:30:09","date_gmt":"2025-02-26T11:30:09","guid":{"rendered":"https:\/\/blogs.bsu.edu\/teaching-innovation\/?p=955"},"modified":"2025-02-14T13:50:46","modified_gmt":"2025-02-14T18:50:46","slug":"what-to-know-about-the-new-title-ii-ada-digital-accessibility-rule","status":"publish","type":"post","link":"https:\/\/blogs.bsu.edu\/teaching-innovation\/2025\/02\/26\/what-to-know-about-the-new-title-ii-ada-digital-accessibility-rule\/","title":{"rendered":"What to Know About the New Title II ADA Digital Accessibility Rule"},"content":{"rendered":"

Digital accessibility law is changing. Learn more about the new Title II ADA rule, which goes into effect April 26, 2026.<\/p>\n

Author\u2019s Note<\/i><\/strong>:<\/strong> 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.<\/span>\u00a0<\/span><\/p>\n

In April 2024, the U.S. Department of Justice published a <\/span>final rule regarding Title II of the Americans with Disabilities Act (ADA)<\/span><\/a>. 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 <\/span>Web Content Accessibility Guidelines (WCAG) 2.1<\/span><\/a> Level AA.<\/span>\u00a0<\/span><\/p>\n

Here\u2019s the upshot of all that technical language: Beginning April 26, 2026, all digital technologies used in courses must be accessible, <\/span>and <\/span>all course content provided through digital means (such as Canvas) must be accessible.<\/span>\u00a0<\/span><\/p>\n

Digital Accessibility: Platforms and Content\u00a0<\/strong><\/h2>\n

Let\u2019s unpack that. What does it mean for all digital technologies and all course content to be accessible?<\/span>\u00a0<\/span><\/p>\n

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\u2019s features. Additionally, the post itself must be accessible so that the users can have an equivalent experience.<\/span>\u00a0<\/span><\/p>\n

In other words, accessible platforms aren\u2019t enough and accessible content isn\u2019t enough: you need <\/span>both<\/span><\/i> for digital accessibility.<\/span>\u00a0<\/span><\/p>\n

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.<\/span>\u00a0<\/span><\/p>\n

Of course, as a teacher you can\u2019t be expected to assess an entire platform\u2019s accessibility. That\u2019s 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\u2019t have to worry about them.<\/span>\u00a0<\/span><\/p>\n

If you <\/span>do<\/span><\/i> 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 <\/span>New Software Request<\/span><\/a>, which undergoes a rigorous review process for accessibility, data privacy, and more).<\/span>\u00a0<\/span><\/p>\n

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, <\/span>Canvas provides accessibility standards<\/span><\/a> that detail their own testing procedures.<\/span>\u00a0<\/span><\/p>\n

You can also inquire about accessibility with a representative from the company \u2013 if they hedge or deflect, that is a red flag that the platform likely has critical accessibility issues.<\/span>\u00a0<\/span><\/p>\n

What the Title II Rule Means for Course Content\u00a0<\/strong><\/h2>\n

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.<\/span>\u00a0<\/span><\/p>\n

Course content includes everything you share in your course with students. Accessibility concerns are particularly prominent for:<\/span>\u00a0<\/span><\/p>\n