Soon, creating an inclusive online experience will no longer be just a step toward equity but a legal requirement.

Recent updates to the Americans with Disabilities Act (ADA) have heightened the need for school districts to ensure their digital spaces are accessible to everyone.

Yes, school web accessibility removes barriers so anyone can access your website and digital content. But anyone, regardless of ability, should be able to access information seamlessly, even if they're in a temporary circumstance like a parent juggling a baby or someone recovering from an injury who can't use a keyboard or mouse...

Let’s break down what the new ADA Title II updates and regulations mean for your school and how you can meet compliance while enhancing the experience for all users.

ADA Title II: The Impact on School Districts

The ADA mandates that school websites, as public spaces, must be accessible to individuals with disabilities, and with the recent updates to ADA Title II, public entities, including school districts, now need to ensure that their websites meet content accessibility guidelines by WCAG 2.1 Level AA standards.

This includes making web content and mobile apps accessible. Failing to comply can lead to complaints with the Office for Civil Rights (OCR), which could result in costly penalties or lawsuits.

The updates bring important changes to how public schools manage their digital content. While the ADA has always required schools to provide accessible environments, the new regulations provide clearer guidelines for digital spaces, establish a formal set of rules that schools must follow, and focus on web content and mobile apps.

Who’s Impacted by ADA Title II?

The ADA Title II applies to state and local government entities, which include public schools. It covers any services provided by these entities, whether physical or digital, which means that websites, mobile apps, and other digital platforms, even social media, must comply with accessibility standards.

Any school that fails to do so could receive legal action from the Office for Civil Rights (OCR) or a complaint.

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

How Title II Differs from Section 504 and IDEA

Title II of the ADA focuses on accessibility for government services (including a public school’s digital content). Still, it differs from Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA) in important ways.

• Section 504: This federal law prohibits the denial of public education based on a child's disability. It ensures that students with disabilities aren’t excluded from participation in, denied the benefits of, or subjected to discrimination in any program that receives federal financial assistance. However, Section 504 focuses more on ensuring access to physical spaces and educational opportunities rather than digital accessibility.
   
• IDEA: This law guarantees that students with disabilities receive a Free Appropriate Public Education (FAPE) tailored to their needs. While IDEA ensures that students receive the support they need in class, it doesn’t specifically address the accessibility of digital content.
   
• On the other hand, Title II focuses on the accessibility of digital services, including websites and mobile apps, to ensure that students, parents, and faculty can access online resources, forms, applications, and other content, regardless of their abilities.

Key Differences Between WCAG 2.1 and WCAG 2.0

So, the countdown is on for K-12 public schools to follow WCAG 2.1 Level AA for all web content, including materials used by parents, faculty, and staff.

WCAG (Web Content Accessibility Guidelines) is an internationally recognized standard maintained by the World Wide Web Consortium (W3C), and while WCAG 2.0 was the original set of guidelines, WCAG 2.1 introduces several updates to address the evolving needs of users.

• Mobile Accessibility: WCAG 2.1 expands guidelines to include mobile responsiveness. This is especially important for schools, as many students and parents access school websites and resources via smartphones or tablets. Ensuring that content is accessible on mobile devices is now a priority.
   
• Touchscreen Navigation: With more users relying on touchscreens, WCAG 2.1 provides guidelines to ensure that content can be navigated easily without relying on traditional point-and-click methods. For example, websites should allow users to navigate with gestures, such as swiping or voice commands.
   
• Additional Cognitive and Learning Disabilities: WCAG 2.1 also focuses on simplifying content and avoiding overly complex language for those with cognitive and learning disabilities.

Exceptions to WCAG 2.1 Requirements

While WCAG 2.1 Level AA is now the default standard for digital content, there are a few exceptions:

• Archived Web Content: Content that is no longer updated or maintained, such as old newsletters or past announcements, may not need to meet the latest accessibility standards. However, if this content is still being accessed regularly, it’s best to ensure it is accessible.
   
• Third-Party Content: Content posted by third parties (like vendors) that is not under the control of the school does not need to meet the school’s accessibility standards. However, if the school contracts with third-party providers to publish content on its behalf, those materials must comply.
   
• Password-Protected Documents: Individualized documents that are password-protected, like student records, may be exempt.
   
• Pre-Existing Social Media Posts: Social media posts made before the new accessibility regulations may be exempt, though moving forward, schools should ensure that all new social media content is accessible.

​​Keep Reading: Social Media Accessibility Best Practices for Schools

Best Practices for School Website Accessibility

Ensuring your school meets website ADA compliance means following best practices that align with WCAG 2.1 Level AA standards. These practices are essential for creating an inclusive experience that benefits all users, including individuals with disabilities. Implementing these standards will help you avoid common accessibility pitfalls and provide a user-friendly digital environment.

Alt Text for Images

Alt text (alternative text) is a written description of an image that helps screen readers convey the content of the image to users with visual impairments. It’s a key component of accessibility because it ensures that important visual information is accessible to everyone.

• Provide Descriptive Alt Text: Every important image on your website should include detailed and meaningful alt text. Instead of using vague descriptions like "photo" or "image1," the alt text should explain what is happening in the image and why it's relevant. For example, "A student reading a book in the library" is better than "student."
   
• Don’t Skip Alt Text: Many websites still lack proper alt text for their images. In fact, about 73% of web pages are missing alt text, which means users relying on screen readers miss out on critical content. Below, Bellevue doesn't miss a beat—nice job!

Color Contrast

Users with low vision or color blindness can struggle to read text if there isn’t enough contrast between the text color and the background.

Maintain High Contrast: WCAG 2.1 requires a minimum contrast ratio of 4.5:1 for normal text and 3:1 for larger text. Stick with color combinations that provide clear contrast, such as dark text on a light background.

Headings and Content Structure

Headings help users and screen readers navigate the page by organizing the content into a clear hierarchy.

• Use a Logical Hierarchy: Headings should follow a structured order to allow users and screen readers to understand the page’s organization. Start with Heading 1 (H1) for the main page title, then use Heading 2 (H2) for major section titles, followed by Heading 3 (H3) for sub-sections, and so on.
   
• Avoid Using Headings for Style: Avoid using headings just for stylistic reasons. In other words, don’t use an H2 heading just to make the text look bigger or bolder. Instead, use headings to define the structure and hierarchy of the content.

Descriptive Links

Descriptive link text helps users understand where a link will take them or what action it will trigger.

• Avoid Generic Link Text: Phrases like "Click here" or "Learn more" don’t convey meaningful information. Instead, use descriptive text that explains the purpose of the link. For example, “Download the school calendar” or “Read more about our academic programs” gives users a clear idea of what they’re clicking on.
   
• Ensure Links Are Unique: Don’t reuse the same generic link text for different destinations. If multiple links say "Learn more," it becomes confusing for users and screen readers. 

Accessible Forms

When using forms, labels, and instructions need to be crystal clear, but still, 40% of web pages have poorly labeled and confusing form fields.

• Properly Label Form Fields: Every form field should have a clear and descriptive label. For example, a field for entering a name should have a visible label like "Full Name" that’s tied to the input field.
   
• Error Messaging: Make sure error messages are clear and accessible, too. If a user misses a required field or makes a mistake, the error message should be specific and easily readable and not just read “incomplete,” or “error.”

PDF Accessibility

PDFs are often necessary for distributing documents, but they aren’t always accessible, especially for those relying on screen readers.

• Convert PDFs to Web Pages When Possible: HTML content is more accessible than PDFs because it can be easily navigated by screen readers. If possible, convert important PDFs to web pages, just like Eden Prairie District has done with its curriculum overview, which is organized neatly into accordions.

Keep Reading: The Future-Forward Benefits of School Website Accessibility

Tools and Resources for ADA Digital Accessibility

Creating an accessible website requires some planning and tools that simplify the process, and it all starts with partnering with a provider that designs websites with accessibility in mind.

Luckily, some various tools and resources can identify issues, fix them efficiently, and maintain long-term accessibility:

Finalsite’s Accessibility Tools

Finalsite’s content management system, Composer, includes built-in accessibility tools designed to help web administrators and content creators check their websites for compliance.

• Accessibility Checker: This tool scans your website content to identify accessibility issues, such as missing alt text, incorrect heading structures, and non-descriptive links. Once detected, these issues can be fixed directly within the Composer platform.
   
  
   
• Alt Text Detection: One of the most useful features of Composer’s accessibility checker is its ability to highlight images that are missing alt text. You can filter through all images on your website and quickly add descriptive alt text where necessary.
   
• Heading Structure: Composer also provides guidance on proper heading structure. This ensures that each page follows a logical content hierarchy, making it easier for screen readers to navigate through your website. The tool suggests appropriate heading levels (H1, H2, H3, etc.) based on the structure of your content.

AudioEye for Ongoing Monitoring

For schools looking to maintain long-term accessibility compliance, Finalsite has partnered with AudioEye, a leading digital accessibility platform that offers advanced solutions for monitoring and fixing accessibility issues. AudioEye uses a combination of automated tools and human expertise to help schools maintain accessible digital environments.

How AudioEye Works:

• Automated Scanning and Fixes: Once AudioEye’s JavaScript is added to your website, the platform scans for accessibility issues. If problems are detected, like missing alt text or incorrect link structure, AudioEye can automatically apply fixes to address the issues.
   
• Real-Time Monitoring: AudioEye scans your website each time a page is loaded, which means new content is constantly being reviewed. This ongoing monitoring ensures that as you update your website with new content, it complies with accessibility standards.
   
• Expert Audits and Custom Fixes: AudioEye provides expert audits conducted by professionals who use assistive technology to test your website for issues that automated tools might miss, like complex design elements or custom-coded components. If issues are found, AudioEye’s team can create a custom fix.
   
• Detailed Reporting: AudioEye provides detailed reports on any remaining accessibility issues that require manual intervention. These reports include clear instructions on how to resolve each issue, which can then be addressed by your team or with the help of AudioEye’s experts.

Key Takeaway

The DOJ Title II updates are critical for creating an inclusive environment, however, schools should act now to meet compliance deadlines and make their websites, apps, and digital content accessible. By following the guidelines and staying proactive, districts can avoid legal risks while ensuring their digital presence is inclusive and user-friendly.

To get started, download our guide on preparing for the DOJ Title II updates and take the first step toward making your school’s digital presence accessible to all.

ABOUT THE AUTHOR

Connor has spent the last decade within the field of marketing and communications, working with independent schools and colleges throughout New England. As Finalsite’s Senior Content Marketing Manager, Connor plans and executes marketing strategies and digital content across the web. A former photojournalist, he has a passion for digital media, storytelling, coffee, and creating content that connects.