Register for CITL’s Title II Tuesdays – Workshop Series!
What is the best thing you can do for your course and Title II?
Every course is unique – and so are the instructors who teach them! With Title II requirements and the extensive guidance around accessible design, it’s only natural to feel overwhelmed by all the possibilities. The most effective first step is to talk with one of CITL’s instructional designers about the specific learning goals, materials, and activities in your class. Instructional designers can help you identify practical, course-specific strategies that will make accessibility under Title II manageable. A short conversation can clarify what matters most for your course, and it can help you move forward with confidence.
These are the most common accessibility practices instructors control directly when creating or sharing materials. It is not a comprehensive list of all accessibility requirements, but a practical starting point focused on the most common and preventable barriers.
Title II
Title II of the Americans with Disabilities Act is a federal civil rights law that requires institutions, such as public universities, to meet the Web Content Accessibility Guidelines 2.1 Level AA by April 24, 2026 when disseminating digital resources, including: public websites, course content, communications, and more.Title II establishes the legal foundation for disability access. It prohibits discrimination against people with disabilities in any program, service, or activity. It sets the minimum standard every public institution must meet. Title II provides the baseline guarantee that a public institution will not exclude a student from education due to a disability.
Universal Design
Universal Design for Learning (UDL) is a pedagogical framework that strives to support the full range of learners. It builds flexibility into how instructors teach their courses and how students engage with them. UDL creates learning environments that support: students with disabilities, students who are multilingual, students with varied learning histories, and students navigating any number of life circumstances that affect classroom engagement.
Individual Accommodations
Individual accommodations fill the remaining gap. They provide specific, documented adjustments for students whose disabilities create barriers which Title II and universal design have not fully addressed. Student Accessibility Services and faculty tailor accommodations to the individual student.
CITL Accessibility Statement
The training materials on this site were created using established accessibility guidelines (WCAG) and are designed to model the strategies we encourage faculty to use in their own courses. We have made a strong, good-faith effort to ensure these resources are accessible and usable for a wide range of learners.
Accessibility is an ongoing process, and we recognize that improvements are always possible. If you encounter a barrier or have suggestions for improvement, we welcome your feedback and are committed to making timely updates.