Frequently Asked Questions

The ADA Title II regulations mandate that all web content and mobile apps must meet Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards—the most widely accepted global benchmark for digital accessibility—by April 24, 2026.

The Web Content Accessibility Guidelines (WCAG) are a set of rules designed to make websites and digital content more accessible to people with disabilities. In simple terms, they require that websites and web content adhere to the following four concepts.

• Information must be presented in ways that people can see, hear or otherwise sense.
• Example: Use alt text for images so screen readers can describe them to blind users

• Users must be able to navigate and use the website, even if they can't use a mouse.
• Example: Make sure all functions can be done using a keyboard.

• Content and navigation must be clear and predictable.
• Example: Use simple language, consistent layouts and helpful error messages.

• Content must work well with assistive technologies like screen readers.
• Example: Use clean, standard HTML so tools can interpret the content correctly.

These guidelines help ensure that everyone—including people with visual, hearing, motor or cognitive disabilities—can access and use web content.

That's correct. The regulations do apply to digital materials.

However, keep in mind that some individuals may have a print disability, a condition that makes it difficult or impossible for a person to read standard printed materials. This can be due to:

• Visual impairments: People who are blind or have low vision may not be able to see printed text clearly or at all.
• Physical disabilities: Individuals who can't hold a book, turn pages, or maintain focus on printed text due to conditions like cerebral palsy, arthritis or paralysis.
• Learning disabilities: People with dyslexia or other cognitive conditions may struggle to process written words in traditional formats.

Individuals with a print disability benefit from accessible formats including:

• Braille
• Large print
• Audio books
• Digital text with screen readers or text-to-speech tools

These alternatives allow people with print disabilities to access the same information as others.

An external tool integrated within UB Learns, Ally:

• Provides instructors with an analysis and accessibility score for most course materials.
• Delivers guidance to instructors on how to improve the accessibility of course content.
• Provides students with accessible, alternative formats for many course materials.

In addition to a score, Ally:

• Provides an overview of what the score means.
• Identifies key issues to address.
• Offers tips on how to make your content more accessible.

In some instances you can address the problem directly from Ally, improving your score and improving the student experience. In other instances, Ally can help you identify your next step.

• Low (0-33%): Needs help! There are severe accessibility issues.
• Medium (34-66%): A little better. The file is somewhat accessible and needs improvement.
• High (67-99%): Almost there. The file is accessible but more improvements are possible.
• Perfect (100%): Perfect. Ally didn’t identify any accessibility issues but further improvements may still be possible.

Faculty members are unlikely to face direct personal legal liability under Title II of the ADA, but they may be personally named in legal actions brought under state law for related violations of student’s rights. SUNY provides defense and indemnification so long as the actions of the faculty giving rise to the complaint adhered to University policy. Faculty may also be subject to disciplinary action for breaches of University policy.

Yes. The university published a  Web Accessibility Policy in 2018. It was updated in July 2022 with the Electronic and Information Technology Accessibility Policy. The associated EIT Accessibility Policy Guidance provides information about how to meet the policy requirements.

Anyone who creates content is responsible for ensuring their content is accessible. This includes faculty, staff and students.

To ensure all students can engage with your course materials—especially those with disabilities—follow these key practices:

• Use clear, structured documents: Headings, lists, and consistent formatting help screen readers navigate content.
• Add alt text to images: Describe the purpose of images so visually impaired students can understand them.
• Ensure videos have captions: Captions support students who are deaf or hard of hearing and improve comprehension for all.
• Use accessible file formats: PDFs, Word docs, and PowerPoint slides should be tagged and readable by assistive technologies.
• Choose accessible platforms and tools: Use UB Learns features and third-party tools that meet WCAG 2.1 Level AA standards.
• Avoid color-only communication: Don’t rely on color alone to convey meaning—use labels or patterns too.
• Test your content: Use accessibility checkers in Word, PowerPoint, and UB Learns to identify issues.

Learn more about creating accessible content.

If the software or tool is essential to the course and there is no other alternative, EDI will review the request and determine if it can be approved for use.

You may use any resources that are accessible or that can be made accessible. 

On a case-by-case basis, we may review content essential to a course that cannot be made accessible and where is there is no alternative. Please contact EDI in these cases.

Yes. Content you are using for your courses must be accessible, regardless of where it is saved or housed.