CITL - Tip of the Week

Digital Accessibility

Tip of the Week

Leveraging the New Deadline

(From Amie Nephew, TBR Director of Disability)

Title: DOJ Notice: One-Year Extension of ADA Title II Web Accessibility Compliance Dates (Now April 2027)

Accessibility Team,

The U.S. Department of Justice posted an Interim Final Rule (IFR) dated April 20, 2026, making a modification to the compliance deadline, previously April 24, 2026, for compliance with its 2024 Title II regulation governing accessibility of web information and services provided by state and local government entities. Citing an overestimated availability of resources and time necessary for public entities to comply, the DOJ has extended the compliance deadline by one year, to April 24, 2027.

The extension does not change the expectation that institutions continue to work toward WCAG 2.1 Level AA level compliance standard for services, programs and activities provided through websites and other electronic platforms offered to students and the public. In addition, institutions must also provide accommodations and access through other means when web content does not yet meet the WCAG 2.1 AA standard. The IFR extends the compliance deadline to meet that standard for public facing and classroom web content.

Important Takeaways:

While institutions have additional time to reach compliance, institutions should continue to work toward meeting the WCAG 2.1 Level AA compliance standard. The IFR, at this time, provides only an extension of the compliance deadline for meeting the standard.

The extension does not eliminate the current requirement to make web content accessible.

DOJ has indicated in the IFR that there will likely be additional, substantive, rulemaking in the area of web accessibility during the extension period. TBR will continue monitoring communications on this topic from the Department of Justice and will provide any updates as they become available.

Reference: Federal Register (Public Inspection) — “Extension of Compliance Dates for Nondiscrimination on the Basis of Disability; Accessibility of Web Information and Services of State and Local Government Entities". https://www.federalregister.gov/documents/2026/04/20/2026-07663/extension-of-compliance-dates-for-nondiscrimination-on-the-basis-of-disability-accessibility-of-web

Question: "Do timed tests allow for accommodations?"

Solution:

Offer extended time or untimed test options. By being flexible, you show care for all your students’ needs.

Relevant WCAG Standard 2.2.1: Timing Adjustable

Question: "Is all important information in real text?"

Solution:

When sharing key information, use text so everyone--including screen reader users--can access it. It also makes your content easier to search and translate.

Relevant WCAG Standard 1.4.5: Images of Text

Question: "Is it clear how to turn in assignments?"

Solution:

List out the steps for submitting work and label everything clearly. This makes handing in assignments worry-free for all students.

Relevant WCAG Standard 2.4.6: Headings and Labels

Question: "Does your slide content make sense when read aloud?"

Solution:

Preview your slides with a screen reader or accessibility tool to make sure the order matches what you see. This keeps things clear for everyone.

Relevant WCAG Standard 1.3.2: Meaningful Sequence.

Question: "Can everyone join your activities?"

Solution:

Offer keyboard-friendly options for activities like matching or sorting. That way, every student can be included and succeed.

Relevant WCAG Standard 2.1.1: Keyboard; 2.1.2: No Keyboard Trap.

Question: "Can everyone get your message if they can't the audio?"

Solution:

Whenever you share an audio file like a podcast, include a written transcript. It’s a simple way to make sure nobody misses out.

Relevant WCAG Standard 1.2.1: Audio-only and Video-only (Prerecorded)

Question: "Do your slides move in a way that's easy for everyone to follow?"

Solution:

Pick simple transitions or none at all, and focus on clear information. Simple slides keep everyone comfortable and focused on what matters most—your teaching!

Relevant WCAG Standards: 2.2.2: Pause, Stop, Hide; 2.3.1: Three Flashes or Below Threshold

Question: "Is your reading easy to scan?"

Solution:

Short paragraphs, lists, and some space between ideas make things easier on the eyes and mind. This helps all students stay engaged and understand your message.

Relevant WCAG Standard 1.3.1: Info and Relationships

Question: "Could your animations make someone dizzy?"

Solution:

Flashing or fast-moving content can trigger migraines, dizziness, or seizures. It’s also distracting for students trying to focus.

Avoid flashing content or provide a way to pause animations.

Slowing down or removing fast-moving elements keeps your content safe and accessible.

Question: "Would you know what to enter if a field just said 'edit box'"?

Solution:

Unlabeled form fields are meaningless to screen reader users. Without labels, they can’t complete forms accurately.

Always add clear labels to form fields (e.g., Name, Email, Student ID).

Labeled forms make data entry clear and reduce errors for all students.

Question: "Does your media start playing before students are ready"?

Solution:

Videos or audio that play automatically can disrupt screen reader users and distract students with attention challenges.

Disable auto-play so students can choose when to start media.

Giving students control makes your content less distracting and more accessible.

Question: "Is your course site a maze"?

Solution:

Disorganized LMS sites can be overwhelming for students, especially those with ADHD or executive functioning challenges. Use a consistent weekly or module-based structure so students know where to find things. A clear layout helps students spend less time searching and more time learning.

Question: "Are your announcements SHOUTING at students"?

Solution:

Blocks of ALL CAPS text are harder to read and can be overwhelming, especially for students with dyslexia.

Use sentence case or title case for easier reading.

Readable text keeps students focused on your message instead of struggling with formatting.

Question: "Would you know what's in "document1.pdf"?

Solution:

Generic file names make it hard for students to know what’s inside before opening. This wastes time and can cause confusion.

Rename files with clear titles, like “Week 3 Reading – Digital Literacy Article.”

Meaningful file names save students time and reduce stress when organizing course materials.

Question: "What does 'click here' really mean?"

Solution:

Screen reader users often scan through links. Generic text like “click here” doesn’t tell them where the link goes.

Use descriptive link text, like “Download the Week 2 Reading (PDF).”

Descriptive links help all students navigate your resources more efficiently.

Question: "Do your tables make sense when read aloud?"

Solution:

When tables don’t have header rows, screen readers read data without context, making it confusing or meaningless.

Mark the first row of your table as a header row so each column has a clear label.

Adding headers makes your data accessible and easier for everyone to interpret.

Question: "Can your students follow your videos without sound?"

Solution:

Students who are deaf or hard of hearing can’t access spoken content if captions are missing. Even students in noisy or quiet environments rely on captions.

Turn on auto-captions, then edit them for accuracy before sharing.

Providing captions ensures your videos work for every student, in every situation.

Question: "Are you using headings or just bolding section titles?"

Solution:

Documents without proper headings are difficult for screen reader users to navigate. They can’t jump to sections quickly, which makes studying and reviewing more frustrating.

Use built-in heading styles (Heading 1, Heading 2, etc.) instead of just bolding or enlarging text.

Structured headings create a roadmap that benefits both screen reader users and anyone skimming your materials.

Question: "Is that PDF readable or just a picture of a text?"

Solution:

Scanned PDFs that are only images can’t be read by screen readers. Students who rely on assistive technology miss all of the content inside.

Save PDFs as “accessible” or run them through OCR (optical character recognition) so the text can be selected and read aloud.

Making sure PDFs are readable means all students can access your handouts and readings.

Question: "Is your text easy to see against the background?"

Solution:

Light gray text on a white background or red text on black can be hard to read, especially for students with low vision. Poor contrast can cause eye strain or make materials unreadable.

Choose strong color contrast, like dark text on a light background, to improve readability.

High contrast design makes your content easier to see for everyone, not just those with vision challenges.

Question: "Do your directions rely on color alone?"

Solution:

If you tell students to “click the green button,” those who are colorblind may not know which one you mean. This can cause confusion and slow them down.

Use both color and text in your directions—for example, “Click the green ‘Submit’ button.”

Adding text labels along with color ensures every student can follow your instructions clearly.

Question: "Can all your students 'see' the images in your teaching materials?"

Solution:

Images without alternative text (alt text) can be invisible to students who use screen readers. Without it, they miss out on important context in assignments, announcements, or presentations.

Add a short alt text description that explains the purpose of the image (e.g., “Map of Tennessee showing TCAT locations”).

Taking a few seconds to add alt text ensures all your students have equal access to the information you want to share.

Solution:

Disorganized LMS sites can be overwhelming for students, especially those with ADHD or executive functioning challenges.

Use a consistent weekly or module-based structure so students know where to find things.

A clear layout helps students spend less time searching and more time learning.

Solution:

Preview your slides with a screen reader or accessibility tool to make sure the order matches what you see. This keeps things clear for everyone.

Relevant WCAG Standard 1.3.2: Meaningful Sequence.

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