New Federal Regulations for Accessibility of Digital Materials at UNL
What is Title II?
Title II of the Americans with Disabilities Act ensures that anyone with a disability has equal access to education, including web content and digital applications.
What’s in the Title II update?
The update approved April 2024 clarifies that all web content including attached documents, linked websites, password protected content, and content provided by 3rd party vendors is expected to meet digital accessibility standards as outlined in WCAG 2.1.
Why is this important?
Previously, the standards only applied to publicly available content, and it was allowable to make retroactive accommodations for specific individuals with disabilities. This approach did not provide equal access in practice since it delayed the ability of individuals needing accommodations to access necessary materials. For example, a staff member might manually convert a PDF form into an accessible format upon request, delaying access to essential services like financial aid or housing for individuals with disabilities.
What does this mean for us?
All digital content shared by anyone at the university is expected to meet digital accessibility guidelines before being posted. This includes the UNL website (both public and internal facing) and electronic documents. Everything needs to meet standards by April 24, 2026.
Other digital materials may include (but are not limited to):
• Webpages and intranet portals maintained by departments
• Forms, PDFs, and documents shared with students, employees, or the public
• Emails and newsletters sent to campus audiences
• Event registrations, applications, and service platforms
• Content from third-party vendors (e.g., training modules, HR systems, or scheduling tools)
What exactly do we need to do?
While the specific process you follow to make materials accessible differs across platforms, here are some basic guidelines to get you started:
•Links: Avoid using actual URLs and instead, use descriptive hyperlinks. For example, instead of ‘Click here’, use a description like ‘Download the form’. Screen readers can search specifically for hyperlinked text, so having a clear description makes it easier to find direct links.
•Images: Ensure all images have descriptive Alt Text so a person using a screen reader knows what the image is intended to convey. This also helps viewers when the image doesn’t load properly.
•Video: Ensure videos have accurate captions and punctuation. Also, everything shown in the video should be verbally explained. For example, in a ‘how-to’ video, instead of saying ‘click here’, say ‘click on the Home button found in the top left corner’.
•Headings: Use heading styles built into the program you’re using instead of relying solely on formatting like bold/italics. This improves navigation for screen readers and, in many programs like Word, also generates a convenient outline accessible to all users. It also allows users to navigate with the keyboard.
•Color: Ensure sufficient color contrast and avoid using color for emphasis. If you use color to give meaning to specific text, add a second type of formatting like bold or italics. Otherwise, individuals with color blindness may struggle to interpret the document.
•Tables: Use tables for data only, not to add structure or organization to your document. Ensure that you designate a header row so a screen reader can better navigate the table. Give the table a caption and alt text so the purpose of the table is clear to everyone.
This accessibility resource site has more comprehensive information for some commonly used programs.
Where can we go to learn more?
Review UNL's ADA website for more information about the new ADA Title II rule. Keep an eye out for communication about additional resources and training!
More details at: https://www.w3.org/WAI/WCAG22/quickref/?versions=2.1&showtechniques=121%2C145