ADA Compliance Checklists for Online Schools: How to Ensure Accessibility

I get why online schools feel stuck here. You want your courses to be accessible, but the moment you start hearing “ADA compliance” and “WCAG,” it can feel like you’re supposed to become an accessibility engineer overnight. I’ve been through that exact panic—so instead of vague advice, I’m sharing a checklist-style approach you can actually run on your own LMS and course content.

What I noticed after auditing a mix of course sites is this: most problems aren’t mysterious. They’re usually the same handful of issues—missing captions, unclear link text, headings that jump around, keyboard traps in forms, and documents that look fine visually but fall apart with a screen reader.

In the sections below, I’ll walk you through a practical audit flow for online schools (course materials + your website/LMS), map items to relevant WCAG 2.1 Level AA success criteria, and include examples of what “good” vs “not good” looks like. No fluff. Just the steps you can assign to your team and verify.

Check Course Materials for Accessibility

When I audit course materials, I start with the “big five” that cause most accessibility complaints: slides, PDFs, videos, readings, and quizzes/assignments. Everything else is usually smaller cleanup after that.

Here’s my course materials checklist (with what to verify):

• Images + diagrams (WCAG 1.1.1): Every meaningful image needs descriptive alt text. If the image is decorative, it should be empty alt text (so screen readers skip it). What I look for: “alt=‘image’” is a fail. “Alt=‘Flowchart showing the 4-step enrollment process’” is a pass.
• Headings + structure (WCAG 1.3.1): Slides and documents should use real headings (H1/H2/H3) instead of just making text bigger. Why? Screen reader users navigate by headings. If your slide deck has no heading structure, it’s basically a wall of text.
• Color + contrast (WCAG 1.4.3): Don’t rely on “light gray on white” for important info. A practical target I use is aiming for at least 4.5:1 contrast for normal text. For large text, 3:1 is the usual threshold.
• Readable formatting (WCAG 1.4.10): Long paragraphs should be broken up. Also, avoid layouts that require horizontal scrolling on mobile. Reflow should work without users zooming to 300% just to read a line.
• Videos (WCAG 1.2.2 / 1.2.4): Provide captions for spoken content and a transcript (and audio description if visuals convey essential info). In my experience, “auto-captions” are better than nothing, but they often miss names, numbers, and key terms—so spot-check accuracy.
• PDFs (WCAG 1.3.1 / 2.4.4): Make sure PDFs contain real text (not scanned images) and that reading order makes sense. If the PDF is a “picture,” screen readers won’t interpret it.
• Assessments (WCAG 2.1.1 / 3.3.2): Quizzes must be operable with a keyboard. Also check error messages: if a student submits an answer incorrectly, does the system explain what to do next?
• Use tools, then confirm manually: I start with the WAVE Chrome extension and AXE to catch obvious issues, but I always follow up by tabbing through the content and checking focus order.

One more thing: “compliance” isn’t just about passing a scan. It’s about making sure your materials work for real learners. If you’re unsure how to make certain materials accessible, you can also use step-by-step guidance like the one at createaicourse.com/what-is-lesson-preparation/—but don’t skip your own checks after you apply changes.

Follow Website Accessibility Guidelines

Your website and LMS aren’t just “pretty pages.” They’re where students navigate, enroll, submit work, and get feedback. So the bar is higher than “looks okay.”

What to focus on first (WCAG 2.1 Level AA):

• Keyboard access (WCAG 2.1.1): Can you complete the main journey using only the keyboard? I test the enrollment flow, course landing page, and the “submit assignment” button. If tabbing gets stuck or skips important controls, it’s a problem.
• Headings and page titles (WCAG 2.4.2 / 2.4.6): Make sure pages have meaningful titles and headings that reflect the content. “Dashboard” repeated 20 times doesn’t help.
• Contrast (WCAG 1.4.3): Check text, buttons, and form fields. I’ve seen “brand colors” look great but fail contrast when used for small text (like error messages).
• Reflow on smaller screens (WCAG 1.4.10): Test zoom to 200% and see if content wraps properly. If columns overlap or text disappears, it’s not AA-ready.
• Link purpose (WCAG 2.4.4): Links should describe where they go. Avoid “click here.” Better: “Download the course syllabus (PDF)” or “View weekly assignment rubric.”
• Consistent navigation (WCAG 3.2.3): Menus should behave predictably across pages. If a button changes meaning depending on the page, students get stuck fast.

For quick color checks, I’ve used ColorSafe. For automated testing, Lighthouse and WAVE are useful starting points. Just remember: automated tools mostly catch surface-level issues. Manual testing and keyboard walkthroughs are where you find the “real” blockers.

Ensure Key Website Elements Meet ADA Standards

This section is about the parts students touch every day: navigation menus, forms, buttons, and links. If these aren’t accessible, nothing else matters.

Checklist for common online school components:

• Form labels (WCAG 1.3.1 / 3.3.2): Every input needs a visible label and an accessible name. “Submit” alone isn’t enough. Use “Register for Course” or “Submit Assignment: Week 3 Essay.”
• Error messages that help (WCAG 3.3.1 / 3.3.2): When something goes wrong, the message should explain what to fix. I look for plain language like “Email must be in the format name@example.com.”
• Link text (WCAG 2.4.4): Replace “click here” with descriptive text. If your course has 30 links labeled “Read more,” screen reader users will hate you.
• Keyboard focus visibility (WCAG 2.4.7): Can you see where you are on the page? If the focus ring is removed or blends into the background, it’s effectively unusable.
• Custom widgets + ARIA (WCAG 4.1.2): If you use custom dropdowns, modals, or tabs, ensure ARIA roles/states are correct and announced properly. I’ve found cases where a modal opens but focus doesn’t move into it—so keyboard users can’t interact.
• Text instead of images (WCAG 1.4.5): Don’t hide instructions inside images. If the important content is an image, it won’t be read by assistive tech.
• Multimedia alternatives (WCAG 1.2.1 / 1.2.2): Provide transcripts for audio and captions for video. For diagrams, add a text description or equivalent content.

And yes—keep testing as you update. A tiny layout tweak or a new widget can break keyboard navigation without anyone noticing visually.

Stay Ahead with Regular Accessibility Audits

If you only do accessibility checks once a year, you’ll miss the problems that show up mid-semester. I’ve seen it happen: a new feature gets added, someone tweaks a template, and suddenly keyboard focus breaks on a form.

My audit workflow for online schools:

• Audit cadence: at least every 3–4 months, plus a “mini-audit” after major changes (new LMS module, new assessment type, new template, or a site redesign).
• Automated scan first: run WAVE and Lighthouse to catch common issues fast. Use the results to prioritize (high impact first).
• Manual verification second: tab through key pages, check headings, test zoom/reflow, and verify captions/transcripts on at least a few representative videos.
• Real-user testing: if you can, recruit a few learners or staff with disabilities for a short usability session. Tools won’t tell you that a “help” button is impossible to find under stress.
• Remediation tickets: log issues with exact URLs, screenshots (or redacted examples), and acceptance criteria (what “fixed” means).

That last part matters. “Fix accessibility” is vague. “Keyboard focus is visible on the login button and you can submit the form using only Tab + Enter” is actionable.

Provide Alternative Formats for Complex Content

Big charts, infographics, and complex diagrams can be brutal for learners who can’t access the visual information the same way. If the visual carries the meaning, you need an accessible alternative that carries the same meaning.

What to do (and how to verify it):

• Infographics (WCAG 1.1.1): Add a text summary that includes the key takeaways, not just “diagram of X.” If the infographic has 3 main points, the summary should too.
• Charts and graphs: Provide a table or bullet list that includes the data highlights (and explain what the chart is showing). I like to include “what to notice” language—e.g., “The red line increases sharply after Week 4.”
• Videos (WCAG 1.2.2 / 1.2.4): Captions should be time-synced and accurate enough to follow the lesson. Transcripts should match the content (including key terminology).
• Audio (WCAG 1.2.1): If there’s important spoken content, provide transcripts. If there are key sound cues, describe them.
• Downloadable materials: Offer PDFs in a screen-reader-friendly format (real text, correct headings). A “download” that’s just a screenshot image doesn’t really help.

When you’re building or revising content, it can help to reference practical writing guidance like the one at createaicourse.com/lesson-writing/—but always validate the final output in your own LMS.

Train Your Staff and Instructors on Accessibility

Here’s the honest truth: you can’t “outsource” accessibility to a single person. If instructors keep uploading slides with missing alt text and headings, your compliance effort will stall.

What training should cover (practical, not theoretical):

• Alt text basics (WCAG 1.1.1): Teach instructors to describe what matters. A good alt text explains the purpose of the image in one sentence.
• Heading structure (WCAG 1.3.1): Show them how to use the LMS editor’s heading styles instead of formatting with font size.
• Accessible document creation: Explain how to export PDFs with selectable text and proper reading order.
• Captions workflow: Give a simple rule: “Every recorded video gets captions + transcript before publishing.” Then show how to check caption timing and accuracy.
• Accessible quizzes: Make sure answers can be selected with keyboard and that feedback is clear.

In my experience, the best training is short and repeatable. Even a 30-minute session plus a one-page “accessibility quick guide” reduces mistakes fast. And when instructors see how it improves engagement (not just compliance), they stick with it.

Design Content with Mobile Accessibility in Mind

Mobile accessibility is where a lot of schools accidentally stumble. “It looks fine on desktop” isn’t good enough when students are learning on the bus or between shifts.

Mobile checks I recommend:

• Responsive layout (WCAG 1.4.10): Test small screens and zoom. Content shouldn’t overlap or disappear.
• Touch target size: Buttons and links should be big enough and spaced enough to tap accurately. If students have to “hunt” for a tiny control, it’s not usable.
• Navigation that makes sense: Menus should be reachable and readable without excessive pinch-to-zoom.
• Performance: Avoid heavy graphics that slow loading on slower connections. If a video takes forever to load, students bounce.
• Mobile-friendly captions/transcripts: Captions should display cleanly, and transcripts should be easy to scan on a phone.

When you prioritize mobile accessibility early, you reduce both frustration and legal risk. It’s a win-win.

Make Your Course Syllabi and Instructions Clear

Clear instructions help everyone, but they’re especially important for students who rely on assistive technology or who need accommodations to succeed. If the instructions are vague, you’re basically creating extra work for the student.

What I look for in accessible syllabi:

• Step-by-step tasks: “Step 1: Watch Module 2 video (20 minutes). Step 2: Complete quiz. Step 3: Submit assignment by Friday 11:59 PM.”
• Plain language: Avoid jargon like “per the LMS procedure.” Say what to do in normal words.
• Visible deadlines and resources: Put key dates and support links where students will actually see them (not buried at the bottom).
• Accommodation info: Include where students can request accommodations and how to contact support.
• Consistent formatting: Use the same layout each week so students don’t have to re-learn how to find things.

Does it feel a little like “good teaching”? It is. And accessibility often starts with teaching choices.

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