Digital tools are reshaping education, but poor design can create new barriers for students and families. A new report urges school leaders to go beyond compliance and foster a true “culture of accessibility.” Here’s what that looks like.
Adhering to federal policy
The April 2024 update to Title II of the Americans with Disabilities Act requires state and local education agencies to ensure digital accessibility across all digital platforms by April 2026 or 2027. Despite widespread urgency, only a fraction of districts are prepared to adhere to the deadline.
According to new research from the National School Public Relations Association, just 14% of respondents report their districts are close to compliance.
The updated rule makes it clear that accessibility goes beyond compliance. The guidance states that schools’ digital content and platforms must provide “substantially equivalent timeliness, privacy, independence and ease of use” for students with disabilities. This includes systems like:
- Learning management systems, instructional software and online courses.
- Staff intranets and HR/payroll and other employee systems.
- Teacher-created materials, including worksheets, assignments, presentations and quizzes.
- Web content provided or made available by a third party on behalf of the school district.
The current state of digital accessibility
Although just 14% of respondents indicate their districts have completed or are nearing compliance, 52% said their districts are in the process of implementing the new requirements, according to the research.
Meanwhile, only 46% of respondents said their districts have made digital accessibility a high priority. That figure drops to 29% when the focus shifts beyond the district website. Awareness is also cited as the top issue barring districts from enhancing accessibility efforts, according to 97% of respondents.
Siloed responsibility
Coupled with a lack of awareness is a misunderstanding of who is responsible for digital accessibility. Survey results show that most districts rely on communications and IT to lead the movement:
- 82% of districts assign responsibility to communications staff.
- 41% assign responsibility to technology staff
- 40% place responsibility exclusively within communications and/or IT departments.
Few districts hand responsibility to teachers (6%), special education staff (13%) or HR personnel (14%). Nearly a quarter of respondents say district- or school-level administrators are formally responsible.
Advice for leaders
The researchers offer four recommendations for ensuring digital access meets federal standards:
Embracing a shared responsibility mindset
Superintendents and senior leaders should provide clear guidance and accountability across the district. Leaders should also create a cross-functional team that brings together representatives from IT, communications, special education, procurement, HR and curriculum.
Act now
“Procurement is the single most impactful lever for rapid change,” the report reads. Buying or renewing inaccessible technology can create more headaches down the road. Accessibility must factor into purchasing decisions.
Implement comprehensive training
“A vendor can build an accessible system, but there is not always follow-through or training to ensure that we implement the platform in an accessible way,” said one survey respondent.
Training should address accessible content creation and the selection of tools that maintain accessibility. For example, teachers often integrate free classroom apps outside of formal procurement processes. Remind staff about making intentional, inclusive choices for students.
Conduct regular digital accessibility audits
Audits provide clarity by systematically reviewing a district’s digital ecosystem. Make this a regular habit to identify gaps, barriers and areas that fail to meet accessibility standards.
Read the full report here.
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