Accessibility Compliance is Flying Under the Radar

Institutions risk noncompliance as accessibility remains an afterthought.

The Findings

The Time for Class report reveals a concerning gap in accessibility awareness: More than 70% of administrators and instructors are unaware of the 2026 WCAG 2.1 AA accessibility requirements. In an era where digital learning is central to the student experience, this lack of preparedness poses both legal and ethical risks.

Administrators

Are unaware of the 2026 WCAG 2.1 AA accessibility requirements

The Breakdown

“Accessibility compliance is coming,” said Dr. Ford, emphasizing that accessibility is often still treated as an afterthought. “I think the report does a good job of saying that we’re at a precipice of having a risk around noncompliance and inequity.” She connected this issue to broader student challenges, noting that “it’s really not just about that mastery of content, but how can we build capacity where students are navigating emotional fatigue, competing priorities and self-regulation.”

Dr. Zone reinforced the importance of inclusive design, stating simply, “We know it benefits all learners, full stop.” She added that accessibility isn’t just about meeting legal standards—it’s about improving the experience for everyone. “When we engage the student voice across the spectrum, regardless of if there’s an accessibility need or not, it’s good design and it’s just the right thing to do.”

The Takeaway

Many institutions are not prepared for upcoming accessibility requirements and the risks of staying unaware go beyond compliance. Digital learning environments must be designed to support all students, including those navigating challenges related to motivation, mental health or competing priorities. To move forward, institutions should:

Review and update digital platforms and course materials to meet WCAG 2.1 AA standards

Provide training for faculty and instructional designers on inclusive design practices

Build accessibility into course development from the beginning, not as a final check

Recognize that accessibility improves the experience for every learner, not just those with documented needs

In Practice

How Accessible Learning Helped Penn Foster Boost Completions by 50%

Andy Shean, Former Chief Learning Officer at the Penn Foster Group, explains how his institution used ReadSpeaker to offer differentiated learning paths that catered to its diverse student body.

“Think about our student: busy, working, typically adult. And so that drive to work or you want to take a walk or you’re at your kid’s dental appointment, you’re able to listen to all the content. Not only that, you can speed it up, you can slow it down, and now you can listen to it in any language.”

Andy Shean
Former Chief Learning Officer, Penn Foster Group