Digital Accessibility Resources

Why does digital accessibility matter in your course?

Digital accessibility is about designing course materials and learning experiences so that all students can engage fully and effectively. While accessibility is essential for students with documented disabilities, it also benefits students who have not disclosed disabilities, students with temporary or situational challenges (e.g., illness, concussion, caregiving responsibilities), multilingual learners, and students who simply learn best using tools like captions, screen readers, or flexible formats. In practice, accessibility improves clarity, usability, and learning for everyone.

Proactive approaches to accessibility—such as providing captions, using clear document structure, and offering multiple ways to engage with content—align closely with evidence-based teaching practices like Universal Design for Learning (UDL). Research consistently shows that when courses are designed with flexibility and access in mind, students experience improved comprehension, reduced cognitive load, and greater persistence (CAST, 2018). Importantly, many students who benefit from accessibility features never formally request accommodations; meaning accessible design often reaches learners who might otherwise be overlooked. 

As a public institution, Bowling Green State University is legally obligated under the Americans with Disabilities Act (ADA) Title II. to make its web content and digital services accessible. New federal regulations require that state and local governments bring web content and mobile apps into conformance with the Web Content Accessibility Guidelines (WCAG) version 2.1 Level AA by April 24, 2026 (see ADA.gov). This means that the University must align its digital infrastructure, course design, and Learning Management System (LMS) practices with these accessibility standards.