The US Department of Justice (DOJ) Civil Rights Division recently updated the American Disabilities Act (ADA) to include new requirements for any government web content or apps, including all public education institutions such as K-12 districts, state departments of education, and public colleges and universities.
Government organizations, public institutions, and any edtech digital supplier who provides web content or apps to these institutions must comply with the Web Content Accessibility Guidelines (WCAG) 2.1 AA standard, which is designed to make content more accessible to a wider range of people requiring accommodations. Entities serving populations in areas with more than 50,000 people must comply with the new law by April 24, 2026. Organizations serving in areas with smaller populations have an extra year to comply.
Fortunately, 1EdTech’s community has been working on accessibility standards for years across several standards programs and groups and can help.
“The ADA rule establishes a technical standard for digital content, providing much-needed clarity for educational institutions and suppliers as they address accessibility,” said Donna Murray, Digital Accessibility Specialist for the North Carolina Department of Public Instruction. “1EdTech’s accessibility-related standards and rubric empower members to assess the current accessibility landscape and determine a continuous improvement strategy. By leveraging the 1EdTech resources available, we have an opportunity to meet the ADA compliance requirements and foster a collaborative culture focused on ensuring accessibility for all.”
The 1EdTech TrustEd Apps Accessibility Rubric is a supplier self-assessment that provides both suppliers and institutions with insights about the accessibility of the supplier’s products and the organization’s commitment to accessibility. The TrustEd Apps Accessibility Rubric was developed by 1EdTech members who are experts in accessibility. The community created this rubric to be used as a supplemental resource and maturity model to help edtech suppliers self-assess their products’ accessibility and to help educational institutions understand the questions to ask to find the right edtech partners. This Accessibility Rubric helps members improve access for students with a broad range of auditory, visual, physical, and cognitive abilities. It provides a standardized framework that promotes discussions between institutions and edtech suppliers. The rubric leverages the knowledge and expertise of members, which can be shared with institutional members who may not have the same level of expertise due to size and lack of resources. It is intended to supplement legislative requirements and accessibility documentation, such as the ADA, Section 508, VPAT, CPAT, etc., during procurement and accessibility evaluations.
“The Accessibility Rubric is an important tool in members’ toolboxes to assess the products they are using,” said Kelly Hermann, University of Phoenix Vice President of Accessibility, Equity and Inclusion. “It guides institutions and suppliers alike to demonstrate their commitment to accessibility and building inclusive learning environments. It will be a valuable resource as institutions formulate their plans to meet the regulations.”
“The Accessibility Rubric provides an opportunity for education technology suppliers to showcase how they drive accessibility maturity and enablement within the broader organization through dedicated team effort, thus demonstrating their commitment to accessibility,” said Sambhavi Chandrashekar, Global Accessibility Lead for D2L.
In addition to the TrustEd Apps Accessibility Rubric, the 1EdTech’s Question and Test Interoperability (QTI)® 3.0 standard provides methods for compliance with federal requirements to deliver accessible adaptive learning materials and assessments, as stated in section 508 and WCAG 2.1 AA compliance. The QTI 3 format also contains methods for achieving accessibility, using the W3C web accessibility standards (including selected HTML5 elements, WAI-ARIA 1.0, SSML 1.1, and PLS 1.0) and meeting the accommodation needs for K-12 assessment. Converting assessments and digital content into the QTI 3 format can help get them into the format you need to become more accessible.
Leaders across the field of accessibility have begun to write blogs, create podcasts, and create how-to guides for those who may need guidance and support or don’t have the expertise to ensure their content and applications are accessible. Everyone is trying to give the market the heads-up that it's time to pay attention to the accessibility of your content and applications.
What You Can Do
Reach out to experts. If you don’t have an expert on your team, join the conversation about improving accessibility for students and teachers at 1EdTech. Contact us to learn more about how 1EdTech standards and practices can support you in your journey to provide accessible content and web applications.
Sources
- Justice Department to Publish Final Rule to Strengthen Web and Mobile App Access for People with Disabilities Press Release:
- https://www.justice.gov/opa/pr/justice-department-publish-final-rule-strengthen-web-and-mobile-app-access-people
- Federal Register Daily Journal of the United States Government: https://www.federalregister.gov/
- Federal Register Announcement: https://www.federalregister.gov/reader-aids/recent-updates/2024/07/accessibility-and-user-experience-enhancements
- Fact Sheet: New Rule on the Accessibility of Web Content and Mobile Apps Provided by State and Local Governments: https://www.ada.gov/resources/2024-03-08-web-rule/
- NCADEMI: https://ncademi.org/#get-involved
About the Author
Susan Haught
Susan Haught is the Digital Curriculum Program Manager at 1EdTech Consortium. Her passion involves education technology leadership strategies that positively impact teaching and learning, providing equitable learning opportunities, and supporting students and teachers in achieving their goals. She has academic and technical professional experience working in K-12 and higher education, focusing on education technology leadership, instructional design, IT project management, professional learning, and classroom teaching.
Susan graduated from Lamar University, Beaumont, Texas, with a Master of Education in educational technology leadership.
