From Compliance to Capacity: How Accessible EdTech Is Evolving Under Title II

The Department of Justice (DOJ) may have just given schools an extra year to comply with Title II of the Americans with Disabilities Act (ADA), but districts and edtech providers across the nation are already digging in to compliance work, and that work has ignited a noticeable, and positive, shift in how they approach accessibility.

Title II of the Americans with Disabilities Act (ADA) marked a significant moment for K–12 education. For the first time, public school systems will be required to ensure their websites, digital tools, and instructional materials meet clear accessibility standards (WCAG 2.1 Level AA).

At first glance, this might seem like just a compliance issue, another set of requirements to meet. But across national work with districts and edtech providers, a different story is emerging. This moment is not just about compliance or a deadline. It's about building the systems, skills, and partnerships needed to design accessible experiences from the very beginning.

Here's how we're seeing the work shift and how you can apply these shifts in your districts.

1. A Shared Job Now
   
   1. First, accessibility is no longer owned by a single team. It has become a shared responsibility between districts and solution providers. Districts are expected to ensure the tools they purchase meet accessibility standards, while solution providers must provide clear and transparent evidence of how their products meet those expectations. What used to be a “nice to have” is now a baseline requirement.

2. Inclusive Design from the Start
   
   1. At the same time, organizations are recognizing that accessibility cannot be added as an afterthought. Retrofitting tools is often expensive, time-consuming, and incomplete. Instead, both districts and solution providers are starting to build accessibility and Universal Design for Learning (UDL) into their work from the start. This shift is leading to better, more usable products, and more sustainable, inclusive systems over time.

3.  Skills and Support as Scaffolding
   
   1. Another critical realization is that requirements alone are not enough. Leaders need the knowledge and skills to carry out this work effectively. District staff must know how to create accessible materials and evaluate digital tools, while solution provider teams must understand how to design, test, and improve accessibility. As a result, organizations are placing a stronger focus on professional learning, cross-team collaboration, and ongoing support. Without this capacity, even well-designed tools can end up being used in ways that create barriers for learners.

4. A System-wide Approach
   
   1. The scope of accessibility is also expanding. Title II makes it clear that accessibility applies to the entire digital ecosystem, not just individual tools or websites. Everything a student or family interacts with digitally, from learning platforms and assessments to communication systems and third-party integrations, must be considered. This has pushed organizations to step back and look at their systems more holistically, identifying where barriers exist and prioritizing improvements that will have the greatest impact.

5. Culture Shift
   
   1. Perhaps the most important shift is cultural. Accessibility is no longer viewed as just a technical requirement. It is increasingly seen as a marker of quality, a signal of leadership, and a foundation for equitable learning. Across organizations, the conversation is changing from asking, “How do we comply?” to asking, “How do we create experiences where every learner can fully participate?” 

What These Shifts Mean to Districts and Vendors

Taken together, these 5 shifts point to a larger truth: accessibility is a shared, system-wide responsibility. It requires alignment across teams, thoughtful design, and ongoing investment in people and processes.

For district leaders, this means bringing together procurement, IT, curriculum, and leadership teams, while setting clear expectations and building internal capacity.

For EdTech providers, it means designing with accessibility and UDL from the start, offering transparent documentation, and supporting implementation over time.

Intentional Alignment In Action

Across our work at CAST, we’ve seen that intentional alignment is what allows accessibility to move from a requirement to a sustained practice.

Here's what that looks like in action:

• procurement teams embed accessibility criteria into purchasing decisions
• product teams design with UDL and accessibility at the core
• curriculum and instruction teams ensure tools are implemented to support each learner

It also shows up in cross-functional collaboration, where IT, design, and instructional leaders work together to evaluate tools, address barriers, and continuously improve user experiences.

Title II Brings Clarity, But Also Opportunity

The most successful solution providers are not simply checking boxes—they are building systems that make accessibility a sustainable, everyday practice. Together, districts and solution providers have a chance to move beyond compliance and toward something much more meaningful: capacity, consistency, and ultimately, learning environments where every student feels they belong.

Learn More:

• ‍How to Provide Accessibility Guidance to Vendors‍
• How to Understand the Voluntary Product Accessibility Template (VPAT)
• ‍Integrate Accessible Technology Systems‍
• UDL Product Certification with Accessibility Baseline Rubric‍
• Webinar: Accessibility and UDL as Partners in Inclusion‍
• Webinar: Meeting ADA Title II Requirements