Behind every website interaction is a person. A student seeking resources, a parent looking for updates, trying to navigate the district calendar on their phone, a community member wanting to connect. Your school has a powerful opportunity to transform these experiences, but when your school website lacks accessibility, they exclude the people they were designed to help.

Schools have a (legal) responsibility to create spaces that are inclusive and usable for everyone. Aside from avoiding potential legal issues, website accessibility opens doors for better communication, increased engagement, and a stronger sense of belonging.

Let’s address the common questions about school website accessibility and compliance with the Americans with Disabilities Act (ADA), including the Title II updates.

Website Accessibility FAQs

1. What is the difference between web accessibility and ADA compliance?

Web accessibility focuses on designing websites that individuals with disabilities can use effectively; essentially making content and functionality perceivable, operable, understandable, and robust (POUR). 

ADA compliance, specifically under the Title II updates, mandates that all digital communications for public entities, including schools, be accessible. This aligns with Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards, which provide the technical criteria for accessibility.

So, ADA compliance is the legal requirement, and web accessibility (following WCAG) is the method to achieve that compliance—WCAG standards fulfill the ADA requirements.

2. Does my website need to be ADA compliant?

Yes, the Department of Justice has made it a requirement for public schools and districts to comply with Title II of the Americans with Disabilities Act, which applies to all services, programs, and activities, including websites and online content, regardless of federal funding.

Section 504 of the Rehabilitation Act also requires accessibility for recipients of federal financial assistance. While not all private schools need to comply, they must adhere to Title III of the ADA if they are considered "places of public accommodation.” It's worth noting that "places of public accommodation" is a very broad definition. Many private schools would indeed fall under this category, even if they don't receive federal funding, so it would be wise to seek legal counsel for your specific situation.

3. What are the key updates from the Title II rule and how does it relate to WCAG 2.1?

The recent Title II updates set WCAG 2.1 Level AA as the technical standard for an accessible school website accessibility. This means schools need to address issues like assistive technology and keyboard navigation, text alternatives for images, captions for videos, and consistent, intuitive navigation. 
The rule clarifies that all online content, including public documents and applications, falls under these requirements—even social media content posted after the ruling goes into effect.

Keep Reading: ADA Title II Update: Countdown to K-12 School Website Accessibility

4. How does WCAG 2.1 differ from previous standards?

WCAG 2.1 introduces new standards to address the needs of users with cognitive, learning, and mobile disabilities, including criteria for orientation, identifying input purpose, and non-text contrast. Your school should review the full websites and ADA compliance guidelines to understand these requirements.

5. Does anything besides my content need to be compliant?

Yes. Accessibility extends to all aspects of your website content, like navigation, forms, interactive elements, and design— it all must adhere to WCAG 2.1 Level AA. 

6. How should I prioritize fixing my PDFs?

PDFs are content and must be accessible. Start with frequently accessed PDFs, such as policy documents, school calendars, and registration forms. Convert the most essential PDFs to more accessible HTML pages.

7. Do I really need to add captions to video?

Yes. Captions are essential for users who are deaf or hard of hearing. They also benefit users who watch videos in noisy environments or prefer to read along. Fortunately, many platforms like YouTube use professional captioning services or built-in captioning features to generate captions automatically, but it’s important to double-check and confirm their accuracy.

8. How can I avoid using PDFs?

Use your content management system (CMS) to create web pages for information typically presented in PDFs. For one, they’ll be easier to edit going forward, but it also improves accessibility, search engine optimization, and user experience. For example, instead of posting a PDF of your district's calendar, use a calendar module to present filterable, searchable, mobile-friendly, and accessible events, like Oxford School District has done.

9. What is more important from an ADA perspective, site structure/navigation or content?

They’re equally important, so prioritize both aspects in your accessibility efforts. Accessible content is useless if users can’t navigate your website. A well-structured website with clear navigation enables all users to find and access information, and it’s one of the core POUR principles of web accessibility.

10. Are spelling errors and broken links an ADA issue?

Yes. Spelling errors and broken links create barriers to understanding and usability. They can confuse and frustrate screen readers and users alike, especially those with cognitive disabilities.

11. Does it matter what I put in for alternative text?

Yes. Alternative text (alt text) should accurately describe the content and function of an image. Avoid generic phrases or file names, and provide meaningful descriptions that convey the image's purpose. For complex images, use more detailed or longer descriptions that would comply with the ADA and assist the visually impaired.

12. When tackling ADA Compliance, where should I start?

Start with an accessibility audit to identify existing issues, and then prioritize remediation based on the severity and impact of other problems. Focus on your main pages and your frequently accessed content. Once things are under control and the issues have been fixed, develop an ongoing accessibility policy and training for contributors to your website.

Keep Reading: How to Keep Your School District's Website Accessible

13. How do I make sure my staff understands the importance of accessibility?

It's not enough to simply fix existing issues; schools need to cultivate a culture of accessibility when they’re updating and adding content. Here's how:

• Comprehensive Training: Begin with thorough training sessions that explain the 'why' behind accessibility, and how it benefits students, parents, and the broader community.
• Role-Specific Guidance: Tailor training to different roles. A teacher posting classroom updates or a blog needs different guidance than a communications officer who manages the district website. Provide checklists, templates, and step-by-step guides for common content creation tasks.
• Ongoing Support and Resources: Make accessibility resources readily available. Create an internal website or shared document with FAQs, tutorials, and ADA web guidelines.
• Incorporate Accessibility into Existing Workflows: Add accessibility checks into your content review processes. For example, add an accessibility review step before publishing new web pages or documents.

14. What can I do about my portals or athletics microsites that are separate from our website?

All websites and online content associated with your school must be accessible. Having a single platform to handle website management and communication tools can streamline your accessibility efforts.

15. What are some tools that I can use to check for compliance?

To check for ADA school website compliance, schools should take a multi-faceted approach. Start by partnering with a website provider that prioritizes accessibility and integrates built-in accessibility tools within its content management system (CMS). These tools often incorporate accessibility best practices directly into the content creation process.

Providers, such as AudioEye, add another layer of protection by proactively scanning websites, flagging common errors, and providing a visual toolkit that users can customize to enhance their site experience.

Keep Reading: The Three-Step Path to an Accessible School District Website

16. What are the potential fines of an OCR violation?

Violations from the Office of Civil Rights (OCR) can result in significant financial costs, including legal fees, remediation expenses, and fines. More importantly, they could damage your district’s reputation and undermine its commitment to inclusion. 

Complaints have been on the rise: In FY 2024, the OCR received more than 8,450 total complaints related to Section 504 and Title II, and between 2021 and 2024, the OCR received 27,620 disability-related complaints with the number rising by 78% from 2021 to 2024.

However, the OCR's primary goal is to achieve compliance, not to impose fines. Remediation and corrective action are the most typical outcomes, and while fines are possible, they are not the most common result.

17. How limiting will this be to my web design?

Accessibility actually enhances design because it promotes clear, consistent, and user-friendly experience. Accessible design benefits all users, not just those with disabilities. Focus on creating inclusive designs that prioritize usability and accessibility. Finalsite’s theme designs meet WCAG 2.1 accessibility standards, so users know they’re launching an inclusive site that looks and functions great.

Key Takeaway

Website accessibility is an ongoing process. Regular audits, training, and updates are essential for maintaining compliance and creating inclusive digital experiences. By prioritizing accessibility, schools can ensure that all members of their community have equal access to information and opportunities.