ADA Title II Compliance FAQs for Faculty

This list of frequently asked questions offers guidance about ADA Title II compliance. It is written with faculty in mind, though this rule applies to the entire university. For more information about ADA Title II, contact Information Technology Services.

Understanding the Rule and Institutional Context

  • Compliance with the law is required, and faculty and staff are expected to act in good faith in making efforts to comply with the ADA Title II rule. CSUCI’s Accessible Technology Initiative (ATI) Executive Sponsor and ATI Coordinator oversee compliance with ADA Title II and will monitor progress across the university with the help of the ATI Steering Committee. Failure to comply may result in significant fines, penalties, and other sanctions.
  • CSUCI’s Title II compliance is managed under the Accessible Technology Initiative. If additional websites are created specifically for Title II, this knowledge base article will be updated accordingly.
  • UDOIT Accessibility scores offer a general accessibility snapshot, but do not account for practices you might have in place, like offering alternate formats for texts that you simply cannot remediate. A good goal is to make it into the 90% Accessibility Score range. That score indicates significant improvement and attention to accessibility. From there, include a +1 approach, including alternate options for accessing and engaging with content.
  • No. This is an ongoing legal mandate, not a one-off event. After April 24, 2026, we have a permanent obligation to ensure that all new and existing digital content is accessible-compliant from the start.

Content That is Covered Under Title II

  • Start with the digital instructional materials you use every semester. ADA Title II includes requirements for Word, PowerPoint, and PDF documents, as well as those in the Google Suite; video captioning; and alt text for images. Prioritize required readings (e.g., syllabus), videos, and materials used in the first weeks of the course.
  • Yes. Digital course content and instructional materials are to be treated like any other web or mobile app content. This would include digital content such as syllabi, readings and textbooks, recorded lectures and videos, slide decks, Canvas pages, assignments and handouts, images and diagrams, and course websites. 
    Prioritize the documents, presentation slides, readings, videos, and images you provide in your course. If you are not already putting it online for your course, you do not necessarily need to make it available online. If it is a document you provide online for your course, take the necessary steps to make it accessible for all learners.
  • Yes. ADA Title II extends to content housed in password-protected spaces, including Canvas course sites. In the course navigation menu for every course, there is a “Check Accessibility with UDOIT” button. We recommend running the diagnostic test to determine which content needs to be updated for compliance.
  • Content created within Canvas will be accessible as long as general page setup and accessibility practices are followed. Canvas pages also have a built-in Accessibility Checker in the editing interface. Instructure regularly releases its compliance with accessibility and ADA regulations.
  • No. Content only qualifies as "archived" if it is kept exclusively for research or recordkeeping and is never updated or copied for future use (e.g., for a new term or for sharing with another instructor). Because Canvas courses are used to deliver a current service and are frequently updated or copied into new semesters, they must conform to the full technical standards.
  • Preexisting (created before April 24, 2026)  electronic documents are only exempt if they are not currently used to provide access to university programs or services. If you are using a document in a current course, it must be accessible (Title II compliant).
  • To the extent that students are being asked to provide peer grading, peer feedback, discussion boards, etc., as a part of a course, then yes, the rule applies. Instructors should utilize an accessible platform (like Canvas and campus-adopted academic technologies) for that peer-to-peer interaction that is required as a part of the course; and, in the event that a student posts feedback that is inaccessible, be ready to provide that content in an accessible format if needed.

Standards and Technical Expectations

  • ITS Procurement has a process for reviewing 3rd party content. Even if you use 3rd party content, it must be accessible-compliant. For technology licenses owned by your department, such as homework platforms or online textbooks, please work with your department head and the ITS procurement office to have discussions with the third-party vendor around making content accessible and compliant with the university guidelines. Do not use 3rd party content that has not been approved by the university’s procurement department because it is not guaranteed to be compliant.
  • If you plan to continue using equations and handwritten class materials, you will need to convert them into an accessible format, which may require re-creation of those materials if you cannot remediate them. The CSU is exploring automated and AI-supported options to help turn documents into more accessible formats. This information will be updated when we have more information.

Accessibility and Pedagogy

  • Ensuring accessibility and equal access to digital instructional materials does not negatively impact the learning outcomes of your course. Alternative text can be descriptive without giving away the learning outcomes (see, for example, the way museums offer long or audio descriptions for paintings without doing academic analysis). As an example, let’s consider an image that asks students to identify the parts of a microscope. The alt text can say, “a photograph of a microscope” without interfering with the students' learning to identify the parts on their own.

Proactive Compliance

  • You are responsible for ensuring that the instructional materials that you create, select, and/or utilize in your course are accessible and meet the requirements of the regulations. Several resources are available to help you identify accessibility concerns and remediate those issues. Please continue to follow best practices and guidance from Teaching & Learning Innovations; use accessibility checkers when available and respond to their feedback; use approved, centrally-supported tools; and collaborate with TLi, ITS, Broome Library, and DASS when issues are complex or when they arise through the accommodations process.
  • No. The rule stipulates proactive compliance. Web and mobile content must be accessible by default, regardless of whether a specific individual has requested access.

Tools and Support

 

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