Ensuring Digital Accessibility in K–12 Schools

In 2014, a parent in Seattle discovered that registering their child for school was impossible because the district’s online forms and math platform could not be read by a screen reader. The lawsuit that followed forced the district to overhaul its digital systems—an early wake-up call for K–12 leaders about the risks of inaccessible technology.

Accessibility failures are systematic, not isolated. In 2019, the U.S. Department of Education’s Office for Civil Rights opened an investigation into Miami-Dade County Public Schools, leading to a resolution agreement that required the district to make its websites and online content accessible.

And in 2022, Advocates for Children of New York pursued a class-action lawsuit against the nation’s largest school system, New York City, arguing that inaccessible remote learning content during the pandemic denied students with disabilities equal access to education.

These stories and myriad others created momentum that culminated in the Department of Justice’s April 2024 accessibility rule.

After years of advocacy, lawsuits, and public comment calling for the Americans with Disabilities Act (ADA) protections to extend into the digital age, the federal government finally shifted from offering guidance to enforcing clear standards in its landmark April 2024 ruling.

For the first time, public schools and other state and local entities are legally bound to follow the internationally recognized WCAG 2.1 Level AA standards, which spell out in practical detail how digital content must be made accessible. The rule took effect on June 24, 2024, giving districts until April 24, 2027, to identify barriers, remediate content, and ensure their digital environments fully comply.

The scope is broad, covering:

• • • Websites – including district and school homepages, calendars, and news updates.
    • Mobile apps – any app provided or required by the district.
    • PDFs and posted documents – enrollment forms, handbooks, policies, and other public-facing files.
    • Learning platforms – LMS portals like Google Classroom, Canvas, or Schoology.
    • Other digital tools – grade portals, report cards, lunch payment systems, and more.

WCAG 2.1 Level AA spells out specific requirements such as providing alt text for images, captions for videos, keyboard navigability, consistent heading structures, sufficient color contrast, and error messages that can be understood by assistive technologies. In practice, this means districts must ensure that online forms can be completed without a mouse, videos include captions, images have descriptive tags, and websites avoid color combinations that are unreadable for people with low vision.

Although there are narrow exceptions, they are tightly defined. Archived content that is not actively used by students or families and certain live streams that are not retained for later viewing may be exempt. However, if archived materials are updated or if recordings remain online for student use, they must meet accessibility standards.

In short, the rule makes clear that the materials students and families rely on every day—including current documents, active websites, and frequently used digital tools—must be fully accessible.

Illinois schools are not starting from zero. In August 2022, Public Act 102-0238 (HB26) took effect, requiring any third-party online curriculum purchased by public schools to comply with WCAG 2.1 standards. That gave Illinois a head start compared with many other states, particularly in holding vendors accountable. But the DOJ rule sets a broader bar:

• HB26 is vendor-focused. It applies primarily to purchased third-party curriculum and digital tools.
• The DOJ rule is comprehensive. It extends to all digital content created or distributed by districts, including websites, forms, PDFs, apps, portals, and communication systems. Importantly, it also requires accessibility for password-protected content like LMS portals, gradebooks, and internal parent or student platforms.

In short, Public Act 102-0238 prepared Illinois districts for vendor compliance, but the DOJ regulation demands full-system accessibility across every corner of a district’s digital ecosystem.

• • • Assess priority. Prioritize critical areas first. Begin with high-traffic, high-risk pages such as enrollment, learning platforms, and registration forms.
    • Use available tools. Run scans with WAVE, axe, Lighthouse, and other resources listed on the Web Accessibility Evaluation Tools List. Back them up with manual testing using screen readers and keyboard navigation.
    • Plan for ongoing monitoring. Budget for subscription tools like Siteimprove, AudioEye, Level Access to ensure continuous compliance.

• • • Embed compliance in contracts. Require WCAG 2.1 AA standards in every new or renewed contract.
    • Demand proof. Request Voluntary Product Accessibility Templates (VPATs) from vendors. A VPAT is a standardized document or website in which vendors explain how their product meets accessibility standards, allowing districts to verify compliance before purchase.
    • Set timelines. Add clear remediation requirements (e.g., fix within 60 days of notice, at no extra cost).

• • • Appoint leadership. Assign a districtwide accessibility lead or cross-functional team. This role is crucial because it centralizes responsibility, ensures accountability across departments, and provides a single point of contact for accessibility questions and oversight.
    • Build a roadmap. Draft a detailed two-year plan with milestones tied to the April 2027 compliance deadline and the district’s broader equity goals. Break the plan into phases—such as an initial audit in Year 1, followed by vendor updates, staff training, and remediation pilots in Year 2—so progress can be tracked and measured against both legal requirements and community commitments.
    • Train widely. Provide basic accessibility training for teachers, content creators, and web administrators. This looks like short workshops or online modules where staff practice adding alt text to images, captioning a short video, and converting a Word or Google Doc into an accessible PDF. The goal is not expert-level certification, but ensuring everyone who creates content knows the fundamentals of accessibility.
    • Start the remediation. Select a few courses or departments to remediate PDFs, videos, and LMS content as a pilot project. For example, a high school English department might revise its reading lists and handouts into accessible PDFs, or a middle school science course might caption all of its lab videos.

• • • Be visible. Publish an accessibility statement on district websites. This might include elements such as outlining the district’s commitment to WCAG 2.1 compliance, naming a contact person for accessibility concerns, describing how to request alternative formats, and providing a link to report barriers.
    • Track progress. Maintain a public log of accessibility issues and document how they are resolved.
    • Engage the community. Create feedback channels for families and students with disabilities to flag issues and suggest improvements.

The 2027 deadline is not far away. Waiting until the last minute not only heightens legal exposure, but also signals to students and families that their needs are secondary.

The deeper goal of our education system is to create schools where every student can learn without barriers, every parent can engage without frustration, and every staff member has the tools to include all learners. Taking proactive action now builds trust, supports equity, and shows that accessibility is not a legal checkbox but a core part of the district’s educational foundation.