ADA Title II Update

In April 2024, the Department of Justice issued a new regulation under the Americans with Disabilities Act (ADA). This rule requires California State University, Channel Islands to ensure that all University websites, webpages, web services, academic course content, and digital media (such as PDFs and videos) are accessible and meet the mandated WCAG 2.1 Level AA standards by April 24, 2026. The rule advances the ADA’s commitment to building a more inclusive and equitable society.

For those who prefer a video overview, the U.S. Department of Justice has provided a recording: Webinar: Americans with Disabilities Act Title II Web & Mobile Application Accessibility Rule

  • Minimum Standards and Technical Compliance

    Under ADA Title II, all University web content and mobile applications must comply with the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA, which set the minimum technical accessibility standards.

    It may be helpful to think of WCAG as a checklist. WCAG lets us measure our progress towards accessibility compliance.

    Web content and mobile apps include:

    • Websites and web applications, including electronic documents hosted on them
    • Mobile apps (e.g., for phone, tablet, wearable devices, and future mobile technology), including electronic documents hosted on them
    • Digital course materials, including content made available online or provided to students as a requirement towards completion of a course or program (e.g., video, online textbook)
    • Social media posts (not the platforms themselves), including electronic documents in the posts
    • Web Content: The information and sensory experience communicated to the user by means of a user agent, including code or markup that defines the content’s structure, presentation, and interaction. Examples of web content include text, images, sounds, videos, controls, animations, and conventional electronic documents.
    • Conventional Electronic Documents: Web content or content in mobile apps that are in the following electronic file formats: portable document formats (“.pdf”), word processor file formats (e.g., ".docx"), presentation file formats (e.g., ".pptx"), and spreadsheet file formats (e.g., ".xlsx").
    • Mobile applications: Software applications designed to run on mobile devices, such as smartphones and tablets, which can be downloaded through app stores or accessed via mobile browsers.

  • Note that for content that falls under an exception, if an individual requests an accessible version as an accommodation for a disability, the accessible version must be provided in a timely manner. 

    1. Archived Web Content: Material created prior to April 24, 2026, retained for reference, research, or record-keeping purposes, and clearly labeled as archival. This content must be placed in a designated archive section of the website and may not be modified once archived. 
    2. Pre-Existing Conventional Electronic Documents: Documents created prior to April 24, 2026 and no longer modified or maintained. This is primarily to reduce the burden of remediating past reference, research, or record-keeping documents like previous year annual reports, schedules, and event flyers.
      • If the document provides information to engage in any educational or shared governance, student or public-focused service, or otherwise supports an active program, service, or activity, regardless of creation date, it must be accessible.
    3. Third-Party Content: Content posted by third parties with no contract with the university, like public comment forms and bulletin boards.
    4. Password-Protected Document(s) for a Specific Individual: Such as bills, statements, or transcripts.
    5. Pre-Existing Social Media Posts: Posts made before April 24, 2026, do not need to be updated.

    For questions about accommodations,

    To report alleged violations of the CSU Nondiscrimination Policy, please contact the CSUCI Title IX & Inclusion Office.

  • Files and web pages created before April 24, 2026, may be archived for historical reference. If any modifications are made to these files, the updated versions must comply with accessibility standards.

    A separate Archive section should be created (e.g., “/Archive”) to store these materials.

    Labeling Archived Pages

    Pages relocated to the archived section must be clearly identified to indicate that the content is historical. Each archived page should include a visible label at the top of the page and in the page title to denote its archived status.

    For example:
    Page Title (Archive)

    Please also include this notice at the top of the page:

    “Archive Notice: Files on this page are for historic reference. If you need an accessible version, please contact [contact information]”

    Labeling Archived Documents

    For all files identified as eligible for archiving, store them within a archived web area as outlined above.

  • When finding an access barrier, please report it to the University Accessibility Committee, who are assigned to address access concerns.

ADA Deadline Preparation Tips

Key Professional Responsibilities

Every member of the CSUCI community shares in the responsibility to ensure content is accessible. 

  • When creating and sharing media such as articles, flyers, presentations, or videos, it is essential to follow accessibility best practices to ensure compliance with WCAG 2.1 Level AA standards.  Accessible media ensures that all audiences—including individuals with disabilities—can fully engage with and benefit from the content.

    • Articles, Flyers, and Presentations: Use clear headings, readable fonts, and sufficient color contrast. Provide meaningful alternative text for images, ensure tables are properly structured, and avoid conveying information through color alone. 
    • Videos: Include accurate captions, provide transcripts when possible, and ensure that audio descriptions are available for visual content that conveys important information.

    For best practices, refer to our Graphics & Multimedia page.

  • Whether you use Canvas to teach a course or provide resources to others, ensure all content is accessible including text, images, files, and video. Consult 10 Best Practices for Accessible Course, use Panopto for creating and sharing your own video content, and take a structured approach to TidyUp and UDOIT.

  • A best practice for maintaining an accessible webpage is to follow established accessibility standards and design principles consistently. This includes ensuring that all content is perceivable, operable, understandable, and robust for individuals of all abilities. Regularly reviewing your site for issues such as alternative text for images, proper heading structure, sufficient color contrast, keyboard navigation, and captioned multimedia helps create an inclusive online experience. To support this effort, please refer to our Web Accessibility Guidelines page, which provides detailed recommendations and resources for building and maintaining accessible webpages.

    To further support these best practices, IT Accessibility provides enterprise-wide automated accessibility scans through PopeTech. This platform is powered by the same user-friendly technology behind the widely recognized WebAIM WAVE tool—one of the most trusted accessibility testing engines in the world. 

    Reports for your content are available. Please contact the helpdesk@csuci.edu for assistance.

  • When sending mass communications via email, it is important to follow accessibility best practices to ensure that all recipients—including individuals with disabilities—can easily read and engage with your message. Consider the following:

    • Use clear and concise subject lines that accurately reflect the content.

    • Structure your email with proper headings and short paragraphs for readability.

    • Ensure sufficient color contrast between text and background.

    • Use descriptive link text (e.g., “Visit the Accessibility Guidelines” instead of “Click here”).

    • Provide alternative text for any images or graphics included in the email.

    • Avoid relying on images alone to convey important information.

    To deepen your understanding and strengthen your skills in creating accessible communications, we encourage you to review the content on Email Accessibility.

  • When purchasing software or other Information and Communication Technology (ICT), it is important to know that the California State University (CSU) must make a good-faith effort to acquire accessible products and services. At CSUCI, this responsibility is carried out by following the CSU Accessible Technology Initiative (ATI) Accessible Procurement Framework.

    Before acquiring or renewing any ICT product or service, CSUCI will:

    • Engage vendors about accessibility – We communicate directly with vendors to learn more about their product’s accessibility features and limitations.

    • Review vendor accessibility conformance documentation – This typically includes a Voluntary Product Accessibility Template (VPAT®) or Accessibility Conformance Report (ACR), which helps us evaluate the level of accessibility compliance.

    • Identify and acknowledge accessibility barriers – If accessibility issues are found, especially those that interfere with the product’s core functions, they must be documented and taken into account during the purchasing decision.

    • Develop a Temporary Alternative Access Plan (TAAP) – Formerly called Equally Effective Alternate Access Plans (EEAAPs), a TAAP outlines how access will be provided to users with disabilities when the ICT is only partially accessible.

    By following these steps, we ensure that accessibility is considered during procurement, reducing barriers and supporting an inclusive technology environment for all members of the campus community.

    For more information about acquiring accessible ICT at CSUCI, please visit: Procuring & Implementing Information Technology

  • When leading teams, projects, or initiatives, it’s essential to model and promote accessibility from the start. Leaders play a critical role in setting expectations, shaping culture, and ensuring that accessibility is not treated as an afterthought. Consider the following best practices:

    • Set clear expectations: Communicate that accessibility is a non-negotiable standard for all digital content, projects, and communications.

    • Model inclusive practices: Demonstrate accessibility in your own work—such as using proper heading structures, descriptive links, and accessible documents.

    • Provide resources and training: Encourage your team to review:

    • Integrate accessibility early: Make accessibility a standing agenda item in planning meetings and project kickoffs to ensure it’s embedded into workflows.

    • Support accountability: Assign responsibility for accessibility checks and follow up to ensure standards are met.

    • Encourage feedback: Create a culture where team members and participants feel comfortable raising accessibility concerns and suggesting improvements.

    By leading with accessibility in mind, you empower your team to create digital spaces and experiences that are inclusive, equitable, and compliant with WCAG standards. Learn more about Web Accessibility Perspectives.

  • When engaging with students—whether through coursework, mentoring, or collaborative projects—it’s important to incorporate accessibility principles into both teaching and practice. This not only ensures inclusive participation but also helps students build lifelong skills for creating accessible digital content. Consider the following:

    • Introduce accessibility early: Explain why web accessibility matters, emphasizing equity, inclusion, and compliance with WCAG standards. Learn more about Accessibility and Inclusive Design.

    • Model accessible practices: Use accessible course materials, presentations, and communication to demonstrate what “good accessibility” looks like.

    • Teach practical skills: Show students how to apply accessibility basics—such as using heading structures, alternative text for images, captions on videos, and descriptive link text.

    • Encourage the use of tools: Introduce students to accessibility checkers and show them how to test their own work.

    • Provide constructive feedback: Review student projects with accessibility in mind and highlight both strengths and areas for improvement.

    • Promote an inclusive mindset: Reinforce that accessibility is not just a technical requirement but a way to ensure everyone can engage and contribute equally.

  • Accessibility should be a central consideration in the early stages of planning all campus meetings and events. Designing events with accessibility in mind benefits everyone, allowing all participants the opportunity to fully engage and contribute. Because event planning can quickly become complex, it’s important not to let accessibility details or requests fall through the cracks. 

This page is credited to California State University, Los Angeles (Cal State LA).

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