Accessibility gaps in online courses rarely result from intentional design; nonetheless, they remain widespread. As federal compliance deadlines approach, institutions are discovering that even well-designed courses can contain hidden barriers that prevent learners from fully engaging with content.
This article presents practical strategies and tools that help institutions identify and correct these design flaws before compliance deadlines.
The Regulatory Landscape
In 2024, the Department of Justice finalized regulations under Title II of the Americans with Disabilities Act (ADA), requiring public universities to meet web accessibility standards by April 2026 (for larger institutions) and April 2027 (for smaller institutions). Private institutions receiving federal funding face similar scrutiny under Section 504 and Section 508 requirements.
These regulations reference WCAG 2.1 Level AA as the minimum compliance standard. However, the most current industry benchmark is WCAG 2.2 Level AA, which addresses additional barriers related to mobile accessibility, cognitive disabilities, and low vision.
The Problem
Most institutions are still working toward WCAG 2.0 AA compliance, an older standard that does not account for modern accessibility challenges. Many have not yet conducted comprehensive audits and lack the infrastructure for ongoing maintenance.
Practical Accessibility Standards for 2026 Compliance
Courses should meet WCAG 2.2 Level AA standards, with AAA principles applied where possible, to ensure content is usable and engaging for all learners.
What This Means in Practice
Meeting WCAG 2.2 Level AA compliance requires attention to detail across every course element. Although WCAG 2.2 includes dozens of success criteria, institutions most often fall short in the following key areas:
- PDFs should be remediated before upload using OCR and proper tagging.
- Videos should include accurate captions and transcripts.
- Images should have descriptive alt text, and decorative images should be marked appropriately.
- Color contrast, heading structures, tables, forms, and interactive elements should be tested for accessibility and keyboard navigation.
Why It Matters
Accessibility is not just about avoiding legal risk. Applying Universal Design for Learning (UDL) principles, which provide multiple ways to represent, engage with, and express content, creates flexible and effective courses for all students while improving overall usability.
The 10 Most Commonly Overlooked Accessibility Issues
Unlabeled Images
Images without alt text are invisible to screen readers. Decorative images should be marked as such; informational images need descriptive text.
Unsearchable or Untagged PDFs
Scanned documents without OCR cannot be read by assistive technology. Even digital PDFs often lack proper tagging for navigation and comprehension.
Missing Video Captions and Transcripts
Videos without captions exclude deaf and hard-of-hearing students. Transcripts provide an alternative for students who cannot access audio or video.
Non-Descriptive Link Text
Links labeled “click here” or “read more” provide no context. Screen reader users navigate by links and need descriptive text to understand destinations.
Broken or Missing Heading Hierarchy
Skipping heading levels—for example, H1 to H3 without an intervening H2—disrupts navigation. Students using assistive technology rely on proper heading structure to move through content.
Inaccessible Tables
Tables that lack proper headers or use merged cells inconsistently are confusing or unusable for screen readers. Data becomes meaningless without structure.
Low Color Contrast
Light gray text on white backgrounds, or colored text with insufficient contrast, can be difficult for students with low vision to read.
Keyboard Navigation Barriers
Interactive elements such as buttons, dropdowns, and quizzes that cannot be accessed via keyboard alone exclude students who cannot use a mouse.
Auto-Playing Media
Videos or audio files that play automatically interfere with screen readers and create confusion. Students should control when the media starts.
Unlabeled Form Fields
Forms without clear labels or instructions are unusable for students relying on assistive technology. Every field must have an associated label and purpose.
Download a PDF of “The 10 Most Commonly Overlooked Accessibility Issues”
Download the checklistThe Bottom Line
These issues detailed above appear in nearly every course audit. Faculty edits and new content can reintroduce barriers within weeks of launch. Compliance is not a one-time fix; it requires ongoing maintenance and institutional commitment.
Next Steps for Institutions
- Conduct regular audits of existing courses.
- Ensure new content meets WCAG 2.2 standards before publishing.
- Provide faculty with training and resources to maintain accessibility.
- Implement workflows that make ongoing monitoring manageable.
By building accessibility into course design from the start, institutions can create more inclusive learning experiences, reduce risk, and support all learners effectively.
How Noodle Can Help
Noodle partners with institutions to streamline accessibility compliance and embed inclusive design practices from day one. Our approach includes pre-launch audits, accessible content development, and ongoing support for faculty updates, making it easier for your institution to stay compliant and deliver high-quality learning experiences for all students.
In a recent project with a mid-sized public university, we conducted accessibility audits across 42 online courses. The average accessibility score was 62%; only 3 courses met the minimum compliance thresholds. After 8 weeks of systematic remediation—including PDF tagging, alt text for over 1,200 images, captioning for 312 videos, and heading structure corrections—the average score rose to 94%. Faculty training and ongoing maintenance support ensure courses remain compliant as content evolves.
How Noodle Compares
| Most Institutions | Noodle | |
| Standard | WCAG 2.0 AA or working toward WCAG 2.1 AA | WCAG 2.2 AA baseline, AAA where applicable |
| Audit Frequency | One-time audits or reactive fixes | Pre-launch audits + ongoing monitoring |
| PDF Remediation | Backlog of untagged PDFs, often addressed only after complaints | PDFs remediated during course development |
| Faculty Training | Limited or absent | Integrated into course design and delivery workflows |
| Maintenance Plan | No formal process for tracking faculty edits | Retainer-based support to maintain compliance over time |
By combining these practices with ongoing monitoring and faculty support, Noodle ensures that accessibility is embedded from day one and maintained as courses evolve. This helps institutions meet compliance requirements, reduce risk, and provide inclusive, engaging experiences for all learners.
Ready to make your courses accessible and compliant?
Let’s Talk.
