Why Accessibility Matters in Education

[JenniferAshley]

Breaking Barriers: The Role of Accessibility in Education

By @JenniferAshley and @reka.pali

Have you ever tried to watch a movie in another language without subtitles? Or attempted to follow a TV show with the volume muted and no captions? Imagine trying to read a textbook with text that is blurred or pages that are blank. For millions of students with disabilities, these challenges aren’t just hypothetical—they’re daily obstacles in education; in fact, according to the National Center for Education Statistics, approximately 21% of American undergraduate students have a disability. Unicef’s 2023 report, the number of children with disabilities in Europe and Central Asia is close to 11 million. A 2023 research in the European Union found that the rate of early school-leaving is double for people with a disability compared to non-disabled people. Accessibility isn’t just about convenience; it’s about ensuring that every learner has an equal opportunity to succeed.

Education is a fundamental right and a gateway to opportunity, but for many students, inaccessible course materials create unnecessary barriers that hinder learning and academic success. Accessibility in education goes beyond legal compliance—it is about fostering equity and inclusion and ensuring that all students, regardless of their abilities or disabilities, have the same opportunities to learn, engage, and thrive. Institutions that fail to prioritize accessibility risk alienating students and contributing to academic disparities.

The Impact of Inaccessible Course Materials

Consider a visually impaired student who encounters course readings only available as scanned PDFs without proper text recognition, which are incompatible with screen readers. Or a student who is deaf or hard of hearing, struggling with video lectures that lack captions. Even students with cognitive disabilities, such as dyslexia, may find traditional course materials difficult to process without text-to-speech options or properly structured documents. These barriers not only make learning more difficult but can lead to frustration, lower academic performance, and disengagement from the learning process altogether.

Accessible course materials benefit more than just students with disabilities. Captions in videos assist students learning English as a second language, structured digital content enhances navigation for all learners, and alternative text for images helps students studying in low-bandwidth areas where visuals may not load properly. Research supports these benefits: Richard Berg et al. (2014) found that students leverage closed captioning even though none of the students in the study had an auditory learning difference. Furthermore, a study by Oregon State University and 3Play Media found that 98.6% of students said captions were helpful, 97% reported using captions in face-to-face and online classes, and 80% used video transcripts. Only 6% listed the reason as disability accommodations, whereas 76% listed “learning aid” as their reason.

Accessibility Impact in the Real World

Emma’s Challenge with Inaccessible Course Materials

Emma, a visually impaired student, was excited to take an advanced history course. However, she quickly ran into issues when many of the assigned readings were scanned PDFs without proper text recognition. Her screen reader couldn’t interpret the text, making it impossible for her to access critical course content. She initially tried to keep up by asking classmates to read sections aloud to her, but this was neither practical nor sustainable.

After struggling through the first few weeks, Emma contacted the university’s disability services office, which worked with her professor to provide accessible versions of the readings. By the middle of the semester, she had equal access to the course materials, allowing her to fully engage with discussions and coursework without additional barriers. The experience reinforced the need for faculty to ensure course materials are accessible from the start.

Alex’s Success with Accessible Video Content

Alex, who is deaf, was nervous about taking an online course that relied heavily on recorded lectures. In past classes, he had struggled with auto-generated captions that were riddled with errors, making it difficult to follow along. However, this time, the university had implemented a policy requiring accurate captions for all course videos.

From the very first lecture, Alex noticed a difference. The captions were precise, allowing him to fully engage with the material without missing key details. The professor also provided transcripts of each lecture, which helped Alex review concepts more efficiently. This level of accessibility not only improved his learning experience but also made it easier for him to participate in class discussions. For the first time, he felt like he was on an equal footing with his peers.

Legal and Ethical Responsibilities

The moment you put something in a digital space (e.g., email, Blackboard, Canvas, Google Drive), it must meet web accessibility standards; if it doesn’t, you are opening yourself up to litigation. Accessibility compliance is like speeding—ignorance of the law (or the speed limit) won’t help you out.

American Requirements

In America, accessible course content is required under federal law. Many schools have been sued for non-compliance—don’t become a statistic. 

Educational institutions in the United States are required by law to ensure accessibility for students with disabilities. Several key laws and regulations outline these responsibilities, each with specific provisions and enforcement mechanisms:

1. Americans with Disabilities Act (ADA) – Enacted in 1990, the ADA prohibits discrimination against individuals with disabilities in all areas of public life, including education. Title II of the ADA applies to public educational institutions (such as state universities and community colleges), requiring them to provide equal access to programs and services. Title III extends similar requirements to private educational institutions. This means schools and universities must provide accommodations, such as accessible course materials, sign language interpreters, and assistive technologies.
2. Section 504 of the Rehabilitation Act of 1973 – This law specifically prohibits discrimination based on disability in any program or activity receiving federal financial assistance. Schools and universities that receive federal funding must ensure students with disabilities have equal access to education, including providing auxiliary aids and services such as note-takers, captioning, and accessible technology.
3. Section 508 of the Rehabilitation Act – While originally focused on federal agencies, Section 508 mandates that electronic and information technology be accessible to individuals with disabilities. Many state-funded educational institutions have adopted Section 508 standards, ensuring that digital content, including websites, learning management systems, and instructional materials, are accessible. Institutions that fail to comply may face enforcement actions, lawsuits, or loss of federal funding.
4. Individuals with Disabilities Education Act (IDEA) – Though primarily applicable to K-12 education, IDEA requires that students with disabilities receive appropriate educational accommodations and supports, including accessible instructional materials. Higher education institutions are not directly covered under IDEA but must still comply with ADA and Section 504.
5. Web Content Accessibility Guidelines (WCAG) – While not a law, WCAG is an internationally recognized set of accessibility guidelines developed by the World Wide Web Consortium (W3C). Many legal cases and settlements have referenced WCAG standards, particularly WCAG 2.1, as a benchmark for digital accessibility compliance. Universities and schools are increasingly expected to ensure their websites, online course platforms, and digital learning materials meet WCAG guidelines to avoid potential legal action.

Any institution that receives federal funding is required by law to maintain and provide accessible documents. This requirement also extends to third-party vendors and educational technology providers, ensuring that all digital materials and tools used in an institution meet accessibility standards. Any content you deliver to students in a digital format (e.g., email, Canvas, or Google Drive) must meet Section 508 standards. Institutions that fail to comply with these regulations may face: 

• Investigations by the U.S. Department of Education’s Office for Civil Rights (OCR)
• Monetary settlements or legal penalties
• Court-mandated corrective actions, such as hiring accessibility experts or implementing institution-wide accessibility training
• reputational damage that can deter prospective students and funding opportunities. 

Requirements Worldwide

The European Pillar of social rights’ (endorsed by the European Council, European Parliament and the Commission) first principle underlines: “Everyone has the right to quality and inclusive education (...)”. The moment you put something in a digital space (e.g., email, Blackboard, Canvas, Google Drive), it must meet web accessibility standards; if it doesn’t, you are opening yourself up to litigation. Accessibility compliance is like speeding—ignorance of the law (or the speed limit) won’t help you out.

Several key laws and regulations outline these responsibilities, each with specific provisions and enforcement mechanisms:

1. EN 301 549 – This harmonized European Standard about accessibility requirements for ICT products and services, is built on the WCAG 2.1 A and AA levels. It is slated to be updated as part of supporting the implementation of the EAA and is in the process of being updated to include WCAG 2.2.
2. EAA (The European Accessibility Act) – A directive, which is a landmark EU law requiring some everyday products and services to be accessible for persons with disabilities. It applies to products placed on the market / services provided to consumers after 28 June 2025. While the EAA focuses on functionally meeting the needs of people with disabilities and does not itself provide specific technical standards for accessibility, the voluntary harmonized EU standard EN 301 549 will be used as the presumptive standard of conformity. It is important to note that
• national laws incorporating the EAA outline other requirements for product and service providers, and
• this directive applies to enterprises outside of the EU that provide services or sell products to consumers within the EU.
3. The World Wide Web Consortium’s (W3C) Web Accessibility Laws & Policies lists governmental policies related to web accessibility across the world - highlighting the importance and legal expectations regarding accessibility.  
4. The Web Content Accessibility Guidelines (WCAG) are used worldwide.

Remember...

Institutions that proactively invest in accessibility initiatives not only ensure compliance but also enhance their reputation, attract a diverse student body, and create an inclusive learning environment that benefits all learners.

Moving Toward Inclusive Education

Accessibility is not an afterthought—it should be an integral part of course design. Institutions and educators can take simple yet impactful steps to create accessible learning environments:

• Use Captioning and Transcripts: Ensure all video and audio materials include captions and transcripts.
• Provide Alternative Text: Add descriptive alternative text for images, graphs, and charts so they can be understood by students using screen readers.
• Ensure Readability and Compatibility: Use structured headings, sufficient color contrast, and accessible document formats (e.g., properly formatted Word documents and PDFs) to support diverse learning preferences.
• Design Inclusive Assessments: Offer flexible assessment methods, such as extended time on exams, alternative formats for assignments, and compatibility with assistive technologies.
• Train Faculty and Staff: Educators and instructional designers should receive training on accessibility best practices to ensure compliance and effectiveness in digital content creation.

Conclusion: A Commitment to Accessibility Benefits Everyone

The commitment to accessibility is a commitment to student success. By designing courses with accessibility in mind, institutions can create a more inclusive learning environment where all students can reach their full potential. Accessibility is not just about compliance—it’s about equity, inclusion, and fostering a culture where education is truly available to all.

As educators, institutions, and policymakers continue to advance accessibility initiatives, the goal remains clear: no student should be left behind due to an avoidable barrier. By prioritizing accessibility, we ensure that education remains a space where every learner, regardless of their abilities, can grow, learn, and achieve their academic goals.