麻豆区 Tech is committed to fostering an accessible environment where all members of our community can learn, engage, and thrive. Creating accessible digital experiences is a critical component of this commitment and reflects our institutional values of excellence and community well-being.
As a public institution, 麻豆区 Tech also has a legal responsibility under Title II of the Americans with Disabilities Act (ADA) to ensure that our websites, digital content, online services, and digital communication tools are accessible to all individuals, including those with disabilities.
鈥淲hile 麻豆区 Tech has already established protocols to provide accessible services to our students, faculty, and staff, there is more we can do to provide exceptional digital resources to our community,鈥 said Jarmon DeSadier, vice president for Equal Opportunity, Compliance, and Conflict Management (EOCCM). 鈥淎ccessibility is not a one-time checklist; it is an ongoing, shared responsibility where all members of the 麻豆区 Tech community who create, manage, or share digital content help ensure an accessible learning and working environment. We realize this effort will add to people鈥檚 workload in the short-term, and we are taking a strategic approach to digital accessibility and working to ensure the right tools and resources are in place to best support the community.鈥
Updated Guidance on Accessible Digital Content
The U.S. Department of Justice (DOJ) has issued updated guidance under Title II of the ADA, clarifying that public universities must ensure that their digital content and services are accessible. As such, 麻豆区 Tech is working toward the goal of making digital content accessible to all community members by the DOJ鈥檚 deadline of April 24.
Why Digital Accessibility Matters
Accessible digital content benefits everyone who engages with 麻豆区 Tech. Specifically, it reduces barriers to access to information and helps accomplish the following:
- Supports individuals who use assistive technologies such as screen readers, captioning, keyboard navigation, or voice recognition software.
- Improves usability for everyone, including users on mobile devices or in low-bandwidth environments.
- Strengthens 麻豆区 Tech鈥檚 ability to serve the entirety of our evolving community.
Who This Applies To
All 麻豆区 Tech faculty, staff, and student employees are expected to understand and follow digital accessibility requirements as part of their roles, particularly if they:
- Create or edit websites or web content.
- Develop or share digital documents, forms, or presentations.
- Teach or support instruction.
- Produce or manage videos, audio, or multimedia.
- Create, post, or manage social media content for 麻豆区 Tech accounts.
- Use digital tools to communicate with students, employees, or any external audiences.
Types of Digital Content Included in the Requirement
Title II explicitly adopts as the鈥痬inimum鈥痶echnical standard for digital accessibility and defines the scope of what public entities must make accessible. This includes, but is not limited to:鈥
- Websites and web-based learning platforms鈥(intended for both internal and external audiences).
- Social media content and posts (including text, images, videos, stories, and livestreams shared on behalf of 麻豆区 Tech).
- Digital documents (e.g., word processing files, spreadsheets, presentations, and PDFs).
- Multimedia content, including audio and video content.鈥
- Third-party tools, platforms, and applications (including mobile) used to provide programs or services.鈥
In other words, if a digital resource is used to communicate information or deliver a program or service on behalf of 麻豆区 Tech, it is generally covered by Title II.鈥
How You Can Prepare, Starting Today
The campus community is expected to make strides toward meeting WCAG 2.1 AA accessible digital content standards. While additional resources, including tools for testing and remediation, will be forthcoming, there are key steps you can take today.
These include:
- Identify accessibility leads. Within your department or unit, identify personnel who will help manage this process for your digital assets. This could be a webpage manager and/or someone who creates and manages your digital content.
- Assess your digital resources. Take inventory of all your digital assets, including website content (photos, forms, tables, etc.), e-documents (PDFs, word processing/presentation/spreadsheet documents, etc.), audio and video content, and mobile applications. Prioritize public-facing and high-use website content; content required for instruction, employment, or services; and new or actively maintained digital materials.
- Leverage training and resources. There鈥痑re鈥痵everal training workshops and online鈥痩earning鈥痳esources designed to help you鈥痷nderstand Title II of the ADA requirements as well as how to鈥痑ssess, create, and鈥痬aintain鈥痑ccessible digital content. Learn more about and .
- Create an action plan for existing digital content. Determine which digital content will be deleted, archived, or remediated to meet WCAG 2.1 AA standards. Remove content that is no longer relevant. Content that remains published will need to be tested against WCAG 2.1 AA standards and remediated if necessary. While there are exceptions to the updated Title II regulations, they are limited and must meet specific criteria. . Content may also be archived via one of 麻豆区 Tech鈥檚 .
- Ensure that new digital content meets WCAG 2.1 AA standards. This will help mitigate the remediation process moving forward.
What To Expect Next
Subject matter experts from the Center for Teaching and Learning, the Office of Information Technology鈥檚 Digital Learning Team, the Center for Inclusive Design and Innovation, and EOCCM are working together to develop an enhanced set of tools for testing and remediation, advanced training and workshops, and individualized support to assist you in meeting the updated Title II requirements.
In the meantime, the Digital Access website has been established to serve as the central hub for updated guidance for Title II of the ADA; training resources; and support related to websites, instructional materials, multimedia, and more.
More information will be shared as it becomes available, including direct communications to affected groups with training and resources.
