Key Takeaways
- A higher education accessibility checklist helps institutions meet ADA Title II compliance requirements systematically.
- Accessibility must be integrated across course content, LMS platforms, documents, and third-party tools.
- Following WCAG-based practices improves usability for all students, including those with disabilities.
- Institutions must ensure accessibility before publishing any academic or administrative content.
- A structured approach reduces compliance risk and improves learning experiences.
What Is ADA Title II in Higher Education?
The Complete ADA Title II Checklist for Higher Education Institutions
| Category | Checklist Item | WCAG Conformance |
|---|---|---|
| Content & Course Structure | Use a clear and logical heading structure across materials and web pages | 1.3.1 Info and Relationships (A), 2.4.6 Headings and Labels (AA) |
| Maintain consistent navigation within LMS and course modules | 3.2.3 Consistent Navigation (AA) | |
| Use descriptive titles for pages, modules, and content | 2.4.2 Page Titled (A) | |
| Use meaningful link text (avoid “click here”) | 2.4.4 Link Purpose (In Context) (AA) | |
| Text & Readability | Maintain sufficient color contrast between text and background | 1.4.3 Contrast (Minimum) (AA) |
| Ensure text can be resized without loss of functionality | 1.4.4 Resize Text (AA) | |
| Avoid using color alone to convey meaning | 1.4.1 Use of Color (A) | |
| Images, Video & Multimedia | Provide alt text for images, charts, and diagrams | 1.1.1 Non-text Content (A) |
| Include captions for recorded lectures and videos | 1.2.2 Captions (Prerecorded) (A) | |
| Provide transcripts for audio and lectures | 1.2.1 Audio-only and Video-only (Prerecorded) (A) | |
| Ensure visual information is also conveyed via audio or description | 1.2.5 Audio Description (Prerecorded) (AA) | |
| Keyboard Accessibility & Navigation | Ensure all LMS functionality is accessible via keyboard | 2.1.1 Keyboard (A) |
| Maintain logical navigation order across pages | 2.4.3 Focus Order (A) | |
| Avoid keyboard traps in interactive content | 2.1.2 No Keyboard Trap (A) | |
| Forms, Assessments & Inputs | Clearly label all form fields (applications, quizzes, submissions) | 3.3.2 Labels or Instructions (A) |
| Provide clear instructions and error messages | 3.3.1 Error Identification (A), 3.3.3 Error Suggestion (AA) | |
| Ensure forms and assessments are screen reader accessible | 4.1.2 Name, Role, Value (A) | |
| Document & Course Materials | Use properly structured and tagged documents (PDF, Word, PPT) | 1.3.1 Info and Relationships (A) |
| Ensure correct reading order in all materials | 1.3.2 Meaningful Sequence (A) | |
| Avoid unremediated scanned documents | 1.1.1 Non-text Content (A) | |
| Ensure materials are accessible before publishing | - | |
| Assistive Technology Compatibility | Ensure compatibility with screen readers (JAWS, NVDA, VoiceOver) | 4.1.2 Name, Role, Value (A) |
| Use proper semantic structure for all content | 1.3.1 Info and Relationships (A) | |
| Ensure all interactive elements are properly labeled | 4.1.2 Name, Role, Value (A) | |
| Third-Party Tools & Platforms | Review the accessibility of third-party tools used in courses | - |
| Request accessibility documentation (e.g., VPAT) during procurement | ||
| Ensure external platforms meet accessibility requirements |
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Content & Course Structure
The foundation of accessibility begins with how content is structured and presented. If students cannot navigate or understand the layout of the content, accessibility breaks at the first step.
Institutions should focus on:
- Using clear and logical heading structures (H1-H6) across all course materials.
- Maintaining consistent navigation within LMS modules and course flows.
- Writing descriptive titles for pages, modules, and lessons.
- Using context-rich link text instead of vague phrases like “click here”.
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Text & Readability
To make content readable, it should be something that students can consume without strain, regardless of any visual or cognitive differences.
Key practices include:
- Maintaining sufficient color contrast between text and background.
- Allowing text to be resized without affecting layout or functionality.
- Avoiding reliance on color alone to communicate meaning.
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Images, Video & Multimedia Accessibility
Multimedia content needs careful attention, as it can quickly become a major barrier to accessibility. Since it is widely used in higher education, here is how to address the gaps:
- Provide alt text for images, charts, and diagrams.
- Include captions for all recorded lectures and video content.
- Offer transcripts for audio and lecture recordings.
- Ensure important visual information is also communicated through audio or descriptions.
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Keyboard Accessibility & Navigation
Not all users rely on a mouse. Many depend entirely on keyboard navigation or assistive technologies. And that's why your higher education accessibility checklist should ensure that all digital assets are assistive technology-friendly.
Institutions must ensure that:
- All LMS functionality and course content are accessible via keyboard.
- Navigation follows a logical and predictable order.
- There are no keyboard traps in interactive elements.
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Forms, Assessments & Student Inputs
Forms and assessments are critical touchpoints of user experience. If these are inaccessible, it directly impacts participation and performance.
To improve accessibility:
- Clearly label all form fields, including quizzes and submissions.
- Provide clear instructions and meaningful error messages.
- Ensure compatibility with screen readers and assistive technologies.
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Document & Course Material Accessibility
A significant portion of academic content is distributed through documents, which often remain inaccessible if not structured properly.
Best practices include:
- Use properly structured and tagged documents (PDF, Word, PowerPoint).
- Maintain correct reading order across all materials.
- Avoid scanning documents unless they are remediated.
- Ensure all materials are accessible before publishing.
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Assistive Technology Compatibility
Accessibility is not limited to content creation. It is also about how that content interacts with assistive technologies when used in the real-world.
Institutions should ensure:
- Compatibility with screen readers such as JAWS, NVDA, and VoiceOver.
- Proper semantic structure across all digital content.
- Clear labeling of all interactive elements.
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Third-Party Tools & Platforms
Higher education ecosystems rely heavily on third-party tools, which often introduce hidden accessibility risks.
To reduce this risk:
- Evaluate the accessibility of all third-party tools before adoption.
- Request accessibility documentation, such as VPATs, during procurement.
- Ensure external platforms meet accessibility requirements before integrating them into courses.
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Conclusion
FAQs
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What types of content must be accessible under ADA Title II?
Under ADA Title II compliance, all digital content provided by public institutions must be accessible. This includes websites, online courses, PDFs, videos, LMS platforms, and student-facing applications that support learning, communication, and administrative processes.
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Does ADA Title II apply to online courses and eLearning content?
Yes, ADA Title II compliance applies to online courses and digital learning content. Educational institutions must ensure that lectures, course materials, assignments, and digital platforms are accessible to students with disabilities, including compatibility with assistive technologies.
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How can universities check if their websites are accessible?
Universities can test accessibility using automated tools, manual audits, and real-user testing. A structured higher education accessibility checklist helps identify gaps and ensures compliance with accessibility standards such as WCAG.
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Are third-party tools and platforms covered under ADA Title II?
Yes, third-party tools used by institutions must also meet ADA Title II compliance requirements. Universities are responsible for ensuring that external platforms used for teaching and administration are accessible and do not create barriers for students.
