Are online courses required to be accessible?

Yes. If an institution is subject to Section 504, ADA Title II, or ADA Title III (which covers virtually all educational institutions), their online courses and digital learning materials must be accessible to students with disabilities. Online courses are not exempt from accessibility requirements simply because they are delivered digitally — if anything, they must be more carefully designed for accessibility.

What is the difference between IDEA and Section 504 accessibility requirements?

IDEA applies specifically to students with disabilities in K-12 public schools and focuses on individualized education programs (IEPs) and special education services. Section 504 provides broader non-discrimination protections across all educational programs receiving federal funds, covering both K-12 and higher education. Digital accessibility requirements flow primarily from Section 504 and ADA Title II/III rather than IDEA.

Who is responsible for ensuring course materials are accessible — faculty or IT?

Accessibility is a shared responsibility. IT is responsible for ensuring platforms, tools, and systems meet WCAG standards. Faculty are responsible for the accessibility of content they create and post — documents, videos, presentations. Institutions must train faculty and provide accessible document templates and captioning resources to make compliance achievable.

What should an institution do when a student reports an inaccessible tool?

The institution must provide equal access to the student, which may mean providing an alternative format or accommodated version of the content while the primary tool is being remediated. The institution should also contact the vendor about the accessibility barrier and evaluate whether continued use of the tool is appropriate given its accessibility deficiencies.

All Guides

Education Web Accessibility Guide

K-12 schools, colleges, and universities must ensure accessible learning management systems, course materials, and digital tools under Section 504, IDEA, and ADA Title II requirements.

Overview

Educational institutions — from elementary schools to research universities — have among the strongest legal obligations to ensure digital accessibility. Students with disabilities have explicit rights to equal access to educational programs and materials, backed by multiple federal laws including Section 504 of the Rehabilitation Act, the Individuals with Disabilities Education Act (IDEA), ADA Title II (for public institutions), ADA Title III (for private institutions), and the Higher Education Opportunity Act.

The proliferation of online learning during and after the COVID-19 pandemic dramatically expanded the digital footprint of educational institutions. Learning management systems (LMS) like Canvas, Blackboard, and Moodle; video lecture libraries; online assessment platforms; and virtual labs are now core to educational delivery. Each of these must meet accessibility standards to ensure students with disabilities receive equal access to educational opportunity.

Educational institutions also create vast amounts of digital content — course syllabi, lecture slides, research papers, instructional videos, and interactive simulations — that must be accessible. Unlike corporate content, educational materials have unique requirements: mathematical notation (MathML), accessible lab simulations, captioned video lectures, and alternative formats for print-disabled students. The complexity of academic content creates significant accessibility challenges that require proactive planning and faculty training.

Applicable Regulations

Section 504 of the Rehabilitation Act (all programs receiving federal funding)
Individuals with Disabilities Education Act (IDEA) — K-12 schools
ADA Title II (public educational institutions)
ADA Title III (private educational institutions)
Higher Education Opportunity Act (higher ed accreditation requirements)
Family Educational Rights and Privacy Act (FERPA) — compatible with accessibility
ADA Title II final rule 2024 (WCAG 2.1 AA for state/local government, includes public schools)

Common Challenges

Faculty-created course content (PDFs, PowerPoints) with no accessibility review process
Learning management systems that are often partially accessible but with known barriers in specific modules
Inaccessible third-party educational software and tools integrated into LMS platforms
Video lecture libraries without captions or with auto-captions that are inaccurate for technical terminology
Mathematical and scientific notation — complex MathML accessibility is technically challenging
Interactive simulations and virtual labs that rely on visual interaction models
PDF course readings and research articles that are scanned images or untagged PDFs
Proctoring and assessment platforms with timed elements and visual-dependent questions

Best Practices

Adopt an accessibility procurement policy requiring VPAT documentation for all software purchases
Implement a faculty accessibility training program covering accessible document creation
Use a captioning service or verified auto-captioning for all video course materials
Provide a course accessibility statement in all syllabi with accommodation information
Work with the disability services office to identify common student accommodation needs
Use the WCAG authoring guidance for Canvas, Blackboard, or your LMS platform
Create accessible course document templates (Word, PowerPoint, PDF) for faculty use
Implement MathML or accessible alternatives (alt text descriptions) for mathematical content
Conduct annual WCAG audits of public-facing web properties and student portals
Include accessibility review in course design and instructional design workflows

How VPATify Helps

Educational institutions use VPATify to audit student-facing web properties — course registration systems, student portals, library catalogs, and public-facing institutional websites. Automated WCAG 2.1 AA scanning identifies barriers that prevent students with disabilities from accessing equal educational opportunity.

For higher education technology procurement, VPATify enables IT staff to quickly assess whether an LMS, proctoring tool, or video platform vendor's VPAT claim matches their actual product behavior — a critical capability given the volume of accessible technology purchasing decisions in higher ed. VPATify's ACR export also provides documentation for OCR complaint responses and accreditation review processes.

Frequently Asked Questions

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