Chancellor's Office (CO)
Sets systemwide digital accessibility policy and guidance, including ADA Title II implementation timelines, tools, and training that support all CSU campuses.
Accessibility Compliance for Digital Teaching & Learning
Accessibility compliance for digital teaching and learning
Accessibility is our shared responsibility
Beginning April 24, 2026, 麻豆传媒社区入口, as a public university, must ensure that its web content and mobile apps, including digital course materials, are accessible to individuals with disabilities under the U.S. Department of Justice ADA Title II web and mobile accessibility rule.
This page explains how the Chancellor's Office (CO), Online Campus, faculty and academic departments, and campus partners work together to meet:
- Americans with Disabilities Act (ADA), Title II
- Section 504 and Section 508 of the Rehabilitation Act
- California Government Code 11135
- CSU policy, including Executive Order 1111
- CSU's Accessible Technology Initiative (ATI) and 麻豆传媒社区入口 local policies
Accessibility is about ability, not disability. The goal is a digital learning environment where all students can access, engage with, and succeed in their courses.
Online Campus
Supports faculty with course design, Canvas, and digital tools, and partners on accessibility remediation projects, workshops, and course quality efforts.
Faculty and departments
Design and teach courses, choose materials and tools, and work with Online Campus and Accessibility Services to ensure digital course content is accessible.
About the rule, standard, exceptions, and resources
About the ADA Title II digital accessibility rule
The U.S. Department of Justice 2024 rule updates Title II of the ADA to clarify how state and local governments must ensure that web content and mobile apps are accessible to people with disabilities. This includes:
- Course sites and content in Canvas and other learning management systems
- Digital documents such as Word, Google Docs, PDFs, and slides
- Recorded lectures, videos, and audio used in teaching
- Online forms, assessments, activities, and interactive tools
For 麻豆传媒社区入口, this means that active course materials and tools used in teaching and learning must conform to WCAG 2.1 Level AA within the federal timelines for compliance.
Technical standard: WCAG 2.1 Level AA
Under the ADA Title II rule, the technical standard for web and mobile accessibility is Web Content Accessibility Guidelines (WCAG) version 2.1, Level AA. These guidelines describe what is needed to make content perceivable, operable, understandable, and robust.
麻豆传媒社区入口's Accessible Technology Initiative (ATI) is aligning campus practices with WCAG 2.1 AA for:
- Web accessibility: public websites and online services
- Instructional materials: course content, documents, and media
- ICT procurement: software, platforms, and digital tools used in instruction
For campus guidance on these areas, visit the Accessible Technology Initiative (ATI) website.
Exceptions: what may not have to meet WCAG 2.1 AA
The ADA Title II rule recognizes limited exceptions. Even when an exception applies, the university still has obligations under the ADA and Section 504 to provide effective communication and equal access upon request.
Examples of content that may fall under an exception include:
- Archived web content that is clearly labeled as archived and kept only for reference or recordkeeping
- Preexisting conventional electronic documents that are not used to apply for or participate in current services and programs
- Certain third party content that is not under contract or official university arrangements
- Certain individualized password protected documents such as a one time bill or statement
Most current course content, materials, and tools are not covered by these exceptions and must be accessible. When in doubt, plan to remediate or replace materials, or consult with Online Campus or Accessibility Services.
Key documents and CSU or CSUEB resources
Digital accessibility dashboard
This dashboard provides high level information about digital accessibility progress for online and hybrid teaching and learning, including course remediation activity, training participation, and key indicators aligned with the ADA Title II rule.
Guidance for common scenarios
Use the guidance below to decide how to prioritize and remediate your course materials. When you need help, reach out to Online Campus, Accessibility Services, or the ATI team.
Archived web content and legacy files
Identify older course sites and files that are no longer actively used. Move truly archival content to clearly labeled “archive” areas, and focus remediation efforts on current and upcoming courses.
When students still access an older file, that file must be accessible or replaced with an accessible version.
Audio and video
All instructional videos and audio used in active courses must have accurate captions. Some materials may also need audio description or detailed text descriptions.
See the ATI captioning and media accessibility page for priorities and support.
Email, announcements, and social media
Apply accessibility basics in Canvas announcements, email, and social posts: clear headings, descriptive links, accessible documents, sufficient color contrast, and meaningful alt text for images.
When linking to documents or videos, make sure the linked resource meets accessibility expectations.
Third party content and tools
Many courses rely on publisher platforms, external websites, and other third party tools. Work with your department, procurement, and the ICT accessibility review process when adopting or renewing tools.
If an external resource is not accessible and cannot be remediated, provide an accessible alternative.
Course materials checklist and key banners
To support faculty in preparing for ADA Title II compliance, Online Campus, ATI, and campus partners are developing clear checklists and timelines focused on digital course content.
Course materials checklist (AY 2025-26)
A one page checklist to help you prioritize remediation of syllabi, readings, media, and assessments in your courses.
Accessible Technology Initiative (ATI)
The ATI website provides campus wide guidance on web accessibility, instructional materials, and ICT procurement, including faculty guidance and student facing information.
Digital accessibility initiative and timeline
Online Campus, ATI, and campus partners are coordinating a multi year effort to prepare course content for the ADA Title II rule. This includes remediation support, training, and regular reporting to campus leadership.
Timeline and dashboard link will be added here when available.
Workshops, webinars, and campus efforts
Online Campus and campus partners offer ongoing workshops and working sessions focused on accessible course design, remediation, and use of tools such as UDOIT, TidyUP, Grackle, Microsoft 365, and Adobe accessibility features.
Below are upcoming events and key ongoing campus efforts supporting digital accessibility.
All sessions are held in Zoom. Use the registration links below to receive a calendar invitation and Zoom details.
| Date | Session | Time | Register |
|---|---|---|---|
| January 27, 2026 | How to use UDOIT and TidyUP for course accessibility | 2:00 p.m., Zoom | |
| February 3, 2026 | Accessibility working session | 11:00 a.m., Zoom | |
| February 11, 2026 | How to use UDOIT and TidyUP for course accessibility | 11:00 a.m., Zoom | |
| February 17, 2026 | Accessibility working session | 11:00 a.m., Zoom | |
| February 25, 2026 | Accessibility working session | 10:00 a.m., Zoom | |
| March 6, 2026 | Improving your online course (Quality Matters) | 9:30 a.m., Zoom | |
| March 10, 2026 | Accessibility working session | 9:00 a.m., Zoom | |
| March 17, 2026 | Creating assessments and rubrics in Canvas | 2:00 p.m., Zoom | |
| March 19, 2026 | How to use UDOIT and TidyUP for course accessibility | 2:00 p.m., Zoom | |
| March 24, 2026 | Accessibility for CSUEB community - staff and faculty | 2:00 p.m., Zoom | |
| April 1, 2026 | AI for teaching and learning | 2:00 p.m., Zoom | |
| April 7, 2026 | Accessibility compliance update | 10:00 a.m., Zoom | |
| April 13, 2026 | Canvas gradebook | 10:00 a.m., Zoom | |
| April 22, 2026 | Accessibility working session | 11:00 a.m., Zoom | |
| April 30, 2026 | Accessibility working session | 2:00 p.m., Zoom | |
| May 6, 2026 | Accessibility working session | 11:00 a.m., Zoom |
Campus efforts and past recordings
Recordings from past workshops (including Back to the Bay sessions, Level Access trainings, and Online Campus offerings) are available through the Online Campus Workshops and Recordings resources.
- Canvas accessibility, course design, and grading workshops
- Digital accessibility sessions for faculty, staff, and the broader CSUEB community
- Vendor and third party tool trainings (Canvas, Zoom, Panopto, Ally, UDOIT, and more)
Visit Online Campus Faculty Support & Services for workshop recordings and materials
Practical guides and how-tos
Use these resources to put accessibility into practice in your own courses. The focus is on quick wins for Canvas course design, documents, media, and assessments.
CSUEB and CSU accessibility guidance
- ATI instructional materials accessibility for faculty and staff
- ATI web accessibility overview for editors and developers
- Captioning and media accessibility priorities
Highlighted Canvas and tool guides (ScreenSteps)
These ScreenSteps articles from CSUEB Online Tools Help offer step by step instructions for making your Canvas courses and materials more accessible:
- : run UDOIT in your Canvas course to find and fix common accessibility issues in pages, discussions, and other content.
- : organize content in a clear, linear structure so students can find materials and activities easily.
- : understand the course template, home page, navigation, and how students experience your course.
- : set up availability windows and extended time for students with accommodations.
- : browse tutorials on course templates, modules, grading, external tools, and more.
- From the External Tools in Canvas section of ScreenSteps, see:
- Articles on Panopto, Turnitin, Respondus, and other tools that may have accessibility considerations.
Document and media accessibility basics
- to fix common issues in Word, PowerPoint, Excel, and Outlook.
- .
Recommended syllabus accessibility statement
Accessibility Services recommends the following syllabus statement (you may adapt this for your courses):
Accommodations for students with disabilities
For disability and other learning-related needs and accommodations, including if you would need assistance in the event of an emergency evacuation, please communicate with your instructor as soon as possible. Students with disabilities are also encouraged to contact the Accessibility Services office at /accessibility to meet with a counselor who can advise you on your options, including your rights under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act.
Archived web content by year
As guidance, workshops, and digital accessibility resources evolve, older content is moved into clearly labeled archives. Archived content is kept for historical and reference purposes and may not fully reflect current requirements or best practices.
For current expectations and support, use the information on this page and the Accessible Technology Initiative (ATI) website.
Frequently asked questions
What are the expectations for faculty and instructional staff?
Faculty, lecturers, and instructional staff are expected to:
- Follow campus and CSU guidance on accessible instructional materials
- Use accessibility checkers in Canvas, Microsoft 365, Google Workspace, and Adobe tools
- Prioritize remediation of high impact materials such as required readings, key assessments, and core media
- Collaborate with Online Campus and Accessibility Services when accommodation needs arise
What if I cannot make all course content accessible right away?
The university recognizes that digital accessibility work is substantial. The expectation is that faculty and staff act in good faith by:
- Following the checklists and guidance on this page and the ATI website
- Responding promptly to accommodation requests and known barriers
- Using supported tools and their built in accessibility features
- Seeking help from Online Campus, Accessibility Services, and the ATI team as needed
How does this relate to individual accommodations?
Even when content is generally accessible, some students still need disability related accommodations. Accessibility Services and Online Campus partner with faculty and departments to coordinate individualized support while also building more accessible courses for all students.
Where can I learn more about creating accessible course content?
- ATI instructional materials accessibility for faculty and staff
- ATI web accessibility overview for editors and developers
- Captioning and media accessibility priorities
- CSU and Level Access trainings listed in the workshops and campus efforts section on this page
Support and contacts
Online Campus
For support with Canvas, course design, and remediation projects, visit Online Campus Faculty Support & Services or use your usual faculty support channels.
Accessibility Services
For questions about student accommodations and disability related support, visit Accessibility Services.
Accessible Technology Initiative (ATI)
For campus wide accessibility policy and technical guidance, visit the Accessible Technology Initiative (ATI) website.
Together, these teams help ensure that 麻豆传媒社区入口's digital teaching and learning environment meets ADA Title II, Section 504 and 508, CSU policy, and our shared commitment to equity and inclusion.