Digital accessibility is not only the right thing to do, but it improves the experience for all users.

• Accessibility = equal access to learning, not just legal compliance.
• Impacts students with disabilities and all learners (mobile use, captions, readability, flexibility).
• Digital access is part of our shared commitment to equity and student success.

Read more about Ramapo College’s commitment to Digital Accessibility.

Digital accessibility benefits everyone, enabling all users, including those with disabilities, to effectively use digital products. It ensures that individuals with permanent, temporary, or situational disabilities can navigate, understand, and use digital products. It is essential for people with visual, auditory, motor, or cognitive impairments—such as those using screen readers, screen magnifiers, or voice navigation. Beyond disabilities, it improves usability for older adults, users with slow internet, or those in distracting environments.

“More than 55 million Americans –18% of our population–have disabilities, and they, like all Americans, participate in a variety of programs, services, and activities provided by their State and local governments. This includes many people who became disabled while serving in the military. And, by the year 2030, approximately 71.5 million baby boomers will be over age 65 and will need services and surroundings that meet their age-related physical needs.” (https://www.ada.gov/resources/title-ii-primer/).

You can start by taking self-paced courses or live intructor-led training. Both may include general topics, such as understanding ADA and WCAG requirements. Or they may focus on specific subjects, like creating accessible documents.

You can also learn how to make content accessible based on your role at the college (student, faculty, staff) or based on a content type (documents, slides, video, and more).

The goal is to make content accessible – Perceivable, Operable, Understandable, and Robust (POUR).  Below are some common examples of how you can do that.

• Images. Add descriptive Alternative Text (Alt Text) so screen readers can describe the image to users who are blind.
• Videos. Provide accurate closed captions for audio and transcripts for videos.
• Links. Use descriptive text like “Download the Accessibility Guidelines” instead of “Click here.”
• Writing. Use plain language, avoid jargon, structure your content by tagging headlines appropriately (H1, H2, H3, etc.)

Contact our team through our Help & Support page if you’re still unsure about where to start.

There are several free tools available to help you test for digital accessibility and also guide you on making fixes. Browse our Tools & Resources page.

If digital accessibility is new to you, we recommend you visit our Fundamentals for Content Creators page to get oriented.

Browse our Training page for the different pathways to build your digital accessibility skills. Or start by learning the Fundamentals.

Generally speaking, yes. Though there are Exceptions for WCAG Level 2.1 AA, for which a file must meet certain points. This includes:

1. Archived web content
2. Preexisting conventional electronic documents
3. Content posted by a third party where the third party is not posting due to contractual, licensing, or other arrangements with a public entity
4. Individualized documents that are password-protected
5. Preexisting social media posts

Exceptions may or may not apply based on the following:

• Fundamental Alteration or Undue Financial and Administrative Burdens. Compliance is not required if it leads to a major change in the program. It is also not needed if it creates a significant financial or administrative burden.
• Requesting Access. If someone asks for access to old content that is exempt, provide it in a clear format. Do this unless it creates a major issue.
• Updates: Exceptions may no longer apply if the content is changed, updated, or used in new ways.
• Third-Party Website and Apps. Must be accessible when they are required to access information, services, or complete a process related to the institution’s programs or activities. This requirement applies even if the institution did not create, own, or control the third-party product.

View the Summary of Exceptions for WCAG Level 2.1 AA.

Per the updated federal mandate, organizations should aim for WCAG 2.1 Level AA compliance for legal and regulatory accessibility standards.

Continuous Maintenance. Compliance isn’t a “set it and forget it” task. It demands frequent audits and monitoring since each new content addition or code modification might compromise accessibility.

Key Principles of Accessible Design

• Logical Structure. Use built-in headings, lists, and tables so screen readers can navigate content as easily as a sighted reader scans a page.
• Meaningful Alternatives. Provide brief Alt Text for images. Avoid generic filenames and instead provide a brief description that explains the image’s specific purpose or the message it is intended to convey.
• Multimedia & Links. Use descriptive link text instead of raw URLs and provide captions for all video content.
• Color and contrast should support readability. Ensure there is a strong visual distinction between text (or buttons) and their background.

Common Barriers to Avoid

• Scanned PDFs. These are often “flat” images that screen readers cannot process.
• Manual Formatting. Using bold text or spaces instead of official header and list tools.
• Missing Context. Videos without captions or images without descriptions.

Explore options for building your digital accessibility skills.